Indigenous Standpoint Theory ^0 Decolonizing Methodologies 3-2024 3.pdf

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Indigenous Standpoint Theory & Decolonizing Methodologies1
3/7/24
Wale, J. D. and L. Parrott (2024). "A framework for Indigenous climate resilience: A Gitxsan case study."
Canadian Geographer: 1.
<italic>Indigenous communities in British Columbia hold deep relationships with their Lands, and are
disproportionately affected by climate change. This study assesses resilience of Indigenous
communities to climate change with respect to changes in the traditional seasonal round. Through a
decolonizing methodology that is inclusive of a two-eyed seeing approach, we develop a culturally
appropriate framework for assessing climate resilience of Indigenous communities and apply this
framework to a case study of the Gitxsan Nation. Our “Rez-ilience” framework is an adaptation of a
commonly used resilience assessment framework to include an Indigenous worldview. Through
application of the framework to qualitative data obtained from surveys and interviews with Nation
members, we document how the cumulative impacts of climate change and ecosystem degradation
are affecting the timing of traditional seasonal activities, and how people are responding to these
changes. We conclude with recommendations for ways that the Gitxsan Nation might increase its
climate resilience</italic>. (English) [ABSTRACT FROM AUTHOR]
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Guerzoni, M. A., et al. (2024). "Mothers and sportsmen: The gendered and racialised nature of role model
selection for Aboriginal and/or Torres Strait Islander youths." Australian Journal of Social Issues (John Wiley
& Sons, Inc. ): 1.
This article seeks to understand who Aboriginal and Torres Strait Islander children select as role
models, and the reasons underlying these choices. Drawing data from Wave 8 of the Longitudinal
Study of Indigenous Children, it comprises a sample of 307 children (169 male and 138 female)
aged between 10.5 and 12 years at the time of data collection. Content analysis was used to analyse
survey responses regarding two questions pertaining to role models, the analytical process being
underpinned by Indigenous standpoint theory. The findings show that participants tended to select
role models correlating with their gender and who were Indigenous or people of colour. For boys,
most selected Indigenous sportsmen, whilst girls more evenly selected mothers, women from the
entertainment industry, and sportswomen. The reasons why these individuals were selected were
similar for boys and girls: the role model's ability, mastery and/or competency in a given field. These
findings are important for educators and schools in guiding Aboriginal and Torres Strait Islander
youths in their educational and career choices, and for policymakers in creating campaigns and
pathways into fields where Indigenous persons are underrepresented. [ABSTRACT FROM
AUTHOR]
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Tuzi, I. (2023). "A Self-reflexive Positionality to Navigate the Invective Latency of Ethnographic Relations:
Insights From Lebanon and Germany." Qualitative Inquiry: 1.
Positionality has become increasingly important in ethnographic and autoethnographic research. The
recent “reflexive turn” in migration studies has encouraged scholars to discuss the concept from
different perspectives (e.g., gender, ethnicity, and class). Yet, positionality is relational: It is the result
of ongoing interactions between how researchers present themselves in the field and how research
participants perceive these presentations. Because self-positioning and positioning of others are
mutually bound to each other, positionality reflects a continuous negotiation between actors who
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may be motivated by different interests. For this reason, it is necessary for researchers to analytically
reflect upon the implications of these mutual positionings to more fully understand how to navigate
research fields. This is especially important for sensitive research fields—like migration and forced
migration—characterized by inequalities, hierarchical structures, and unequal power relations. The
present article uses insights from fieldwork conducted among Syrian refugees in Lebanon and
Germany between 2017 and 2019 to show how configurations of “humanitarian paternalism” and
researchers’ false expectations to save the world can frame positionality as a meta-invective action.
Positionality informed by self-reflexivity can help to explore the invective latency of field relations and
let contradictions, discomfort, and disharmonic elements emerge. This does not mean that field
relations will become more equal and that power structures and inequalities will be reduced as a
result. However, being aware of these invective elements offers the opportunity to explore a level of
analysis that is often overlooked and make steps toward decolonizing research methodologies and
knowledge production. [ABSTRACT FROM AUTHOR]
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Thomson, A. (2023). "Colonial texts on Aboriginal land: the dominance of the canon in Australian English
classrooms." Australian Educational Researcher (Springer Science & Business Media B.V.): 1-16.
From its conception in Australia, subject ‘English’ has been considered central to the curriculum. The
English literature strand in the curriculum does not stipulate specific texts but is more explicit
regarding what should be considered as an appropriate ‘literary text’. Curriculum documents
emphasise the need for texts to have cultural and aesthetic value whilst suggesting that English
teachers include texts that are chosen by students, texts from Asia, and texts by Aboriginal and
Torres Strait Islander authors. Despite this, the influences of British colonisation manifests in
Australian English teachers’ text selection as they continue to choose texts from the 'canon’. This
paper is framed by Rigney’s principles of Indigenism and Indigenous Standpoint Theory (1999;
2017) and will draw on my own lived experience—as an Aboriginal student, English teacher, and
now researcher—to examine the presence of colonialism in English and the consequent
subordination of Indigenous perspectives. This paper will suggest some of the ramifications of
prioritising colonial texts while teaching and learning on Aboriginal land and investigate how the
construction of subject English could feel assimilative to Indigenous people. I will explore this by
using my own experience of learning William Shakespeare’s ‘Othello’ as a student and of teaching
Doris Pilkington’s ‘Follow the Rabbit-Proof Fence’ as a teacher as examples. [ABSTRACT FROM
AUTHOR]
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Springer Nature
Syeed, N. (2023). "Decolonizing The Body, Pedagogies, and Anti-Asian Hate." Journal of Feminist Studies
in Religion (Indiana University Press) 39(2): 123-126.
Here are four pedagogical approaches I've adopted as a professor to respond to student needs and
experiences like those named above: Sequence the syllabus in ways that center decolonial framing
before teaching religion itself. For example, I assign Linda Tuhiwai Smith's book I Decolonizing
Methodologies i before other texts, before teaching texts on religion and spirituality.[1] This framing
allowed for colonial constructs we studied later to be interrogated and examined as students were
learning them. A student emails me, telling me she is in tears, grappling with what it means to let go
of definitions of her identity that had held her hostage to the claims of colonized religion. [Extracted
from the article]
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University Press
Roshinijayantika, M. V. P. (2023). "Maori Reflected on Screen." Language in India 23(3): 10-19.
This paper examines and analyses Maori filmmaking in particular, dramatic feature films with
reference to an indigenous global context from Linda Tuhiwai Smith's book, Decolonizing
Methodologies. Linda Tuhiwai Smith's book, Decolonizing Methodologies, provides a convenient
template for viewing the impact Western-minded research, historically, has had upon effecting voice

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and identity in Indigenous communities. Her treatment of how its methods, in a number of ways,
have undermined the integrity of countless Indigenous communities, has provided her with insight
about the kind of epistemological shift that will be necessary for researchers to provide meaning,
balance, and sensitivity to voice within Indigenous communities. This paper is grounded in Kaupapa
Maori theory, a theory that is founded in Maori epistemological and metaphysical traditions. The
study focuses on visual interpretive analysis as methods to expose the layered messages and
examine the Maori community in film Ngati (1987). [ABSTRACT FROM AUTHOR]
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Rodríguez-Salas, G. (2023). "“The past does not lie behind us”: Warrior-matriarchs’ retrotopia in Witi
Ihimaera’s fiction." Journal of Commonwealth Literature: 1.
Contrary to an apolitical, pessimistic, and non-feminist perception of Witi Ihimaera’s work, this article
contends that his early novel <italic>The Matriarch</italic> (1986) and its sequel <italic>The Dream
Swimmer</italic> (1997) frame Māori communities as an ancient, patriarchal space in need of
revision to accommodate women. Reconsidering the role of tribalism and Māori utopian and cyclical
land narratives, this study argues that the confessional male narrator of both novels, Tamatea
Mahana, learns to embrace a matrilineal genealogy not only of powerful Māori women leaders of
chiefly status, but also of charismatic women in the shadow, like his mother Tiana. Beyond Pākehā
imperial democracy and Māori “male utopias of domination”, Tamatea and the exceptional gallery of
warrior-matriarchs implement a peculiar and controversial retrotopia — a return to the prematurely
buried grand ideas of the past — which, even when dangerously resonating with nostalgia, aims at
an open-ended model of democracy through spiral temporality. 1 A predominantly decolonizing
theory and methodology is used, drawing on Kaupapa Māori and Mana Wāhine theories.
[ABSTRACT FROM AUTHOR]
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McMullin, J., et al. (2023). "Historical Wisdom: Data Analysis and Reimagining in Anti-Oppressive Research
Methodologies." American Indian Culture & Research Journal 46(3): 61-79.
The article focuses on the Chihuum Piiuywmk Inach/A Gathering of Good Minds project, which
explores the role of the data analysis phase in community-engaged research and emphasizes anti-
oppressive methodologies aligned with indigenist approaches. The paper discusses the challenges
of decolonizing research methodologies, particularly in the analysis phase, and contributes to the
conversation on decentering colonial and institutional systems of oppression in research.
Mahadevan, K., et al. (2023). "Indigenous businesses in Australia: A supply chain management
perspective." Australian Journal of Management (Sage Publications Ltd.): 1.
The article presents the current position of supply chain management (SCM) of indigenous
businesses in Australia and the approaches to connect it to the broader business. A comprehensive
literature review was carried out on SCM of indigenous business practices across four organisations
identified in the Whanu Binal Entrepreneur Programme. A deductive approach was used in analysing
the literature to express the business operations of four organisations in SCM concepts and
theoretical perspectives. Indigenous businesses are managing their SCs without formally addressing
the tools, techniques and systems, and are of small scale often less than AUD 5.0 million. The
mainstream businesses with less than 5 million sales were found to have SC collaboration, and tools
and systems used in the SCs. Indigenous businesses are strongly guided by its culture, supported
by the Yarning in transferring knowledge across different generations of women supported by the
Indigenous Standpoint Theory (IST).<bold>JEL Classification:</bold> J15, L26, L60 [ABSTRACT
FROM AUTHOR]
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Inc.
LaPoe Ii, B. R., et al. (2023). "Examining how Reservation dogs and Rutherford Falls critically craft
community narratives: Indigenous storytellers celebrate non-stereotypical designs." Ethical Space: The
International Journal of Communication Ethics 20(2/3): 183-200.

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2021 was a powerful year for Indigenous representation on streaming platforms as Rutherford Falls
debuted on Peacock and Reservation dogs on Hulu – two shows with Indigenous-focused
narratives, creators and cast members. This is significant, given the mainstream media’s past failed
and harmful attempts to portray accurate depictions of Indigenous people. In this research we
utilised Indigenous standpoint theory and mediatisation theory to analyse both shows. We identified
common lenses and ideas displayed in both television shows to further understand how Indigenous-
led projects are discussing Indigenous communities and experiences, finding overlap in the themes:
Indigenous joy, surviving erasure, colonised versus decolonised ways of knowing and Indigenous
womanhood and family. [ABSTRACT FROM AUTHOR]
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Academic Publishing
Krakouer, J. (2023). "Journeys of culturally connecting: Aboriginal young people's experiences of cultural
connection in and beyond out-of-home care." Child & Family Social Work 28(3): 822-832.
With growing overrepresentation of Aboriginal and Torres Strait Islander children and young people
in out-of-home care (OOHC), cultural disconnection is an omnipresent threat. Despite research and
inquiries that have highlighted the risk of cultural disconnection for Aboriginal and Torres Strait
Islander children living in OOHC, limited research has explored Indigenous children and young
people's experiences of cultural connection in the Australian context. Informed by Indigenous
Standpoint Theory, this Aboriginal-led qualitative study sought to understand 10 OOHC-experienced
Aboriginal young people's experiences of cultural connection over time, including after exit from
OOHC, through retrospective interviews that employed a phenomenological lens. It was found that
Aboriginal young people experienced cultural connection as a heterogenous process involving
identity formation and the practice of culture, enacted as a choice over time. The complexity of
Aboriginal young people's experiences of cultural connection over time gives rise to a new
understanding of cultural connection as a journey of culturally connecting, wherein the risk of cultural
disconnection is complicated by intergenerational child removals, dominant discourse about what
constitutes Aboriginal culture, and removal from an Aboriginal cultural milieu. [ABSTRACT FROM
AUTHOR]
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Ko, D., et al. (2023). "Learning lab as a utopian methodology for future making: decolonizing knowledge
production toward racial justice in school discipline." Mind, Culture & Activity 30(1): 5-23.
Students from minoritized communities in US public schools face harsher exclusionary discipline,
leading to negative academic, social, and emotional outcomes. Racial disproportionality in school
discipline is a critical inequity that requires ecologically valid solutions with local stakeholders. The
Indigenous Learning Lab (ILL) was implemented to address racial disproportionality that American
Indian students experience at a rural high school serving a band of an Anishinaabe nation in the
United States. ILL is an inclusive systemic design process informed by cultural historical activity
theory and decolonizing methodology. This study explores how ILL facilitated local stakeholders'
utopian future-making by means of Ruth Levitas's (2013) three modes of utopian methodology–
utopia as archeology, architecture, and ontological becoming–to dismantle an oppressive settler-
colonial school discipline system. [ABSTRACT FROM AUTHOR]
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Henderson, R., et al. (2023). "Truth and Reconciliation in Medical Schools: Forging a Critical Reflective
Framework to Advance Indigenous Health Equity." Academic medicine : journal of the Association of
American Medical Colleges 98(9): 1008-1015.
In 2015, the Truth and Reconciliation Commission (TRC) of Canada outlined 94 Calls to Action,
which formalized a responsibility for all people and institutions in Canada to confront and craft paths
to remedy the legacy of the country's colonial past. Among other things, these Calls to Action
challenge medical schools to examine and improve existing strategies and capacities for improving
Indigenous health outcomes within the areas of education, research, and clinical service. This article
outlines efforts by stakeholders at one medical school to mobilize their institution to address the

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TRC's Calls to Action via the Indigenous Health Dialogue (IHD). The IHD used a critical collaborative
consensus-building process, which employed decolonizing, antiracist, and Indigenous
methodologies, offering insights for academic and nonacademic entities alike on how they might
begin to address the TRC's Calls to Action. Through this process, a critical reflective framework of
domains, reconciliatory themes, truths, and action themes was developed, which highlights key
areas in which to develop Indigenous health within the medical school to address health inequities
faced by Indigenous peoples in Canada. Education, research, and health service innovation were
identified as domains of responsibility, while recognizing Indigenous health as a distinct discipline
and promoting and supporting Indigenous inclusion were identified as domains within leadership in
transformation. Insights are provided for the medical school, including that dispossession from land
lays at the heart of Indigenous health inequities, requiring decolonizing approaches to population
health, and that Indigenous health is a discipline of its own, requiring a specific knowledge base,
skills, and resources for overcoming inequities. (Copyright © 2023 The Author(s). Published by
Wolters Kluwer Health, Inc. on behalf of the Association of American Medical Colleges.)
Greene-Blye, M. and T. Finneman (2023). "The influence of Indigenous standpoint: Examining Indian
Country press portrayals of Native women in politics." Newspaper Research Journal 44(4): 390-408.
This study examines how three Native women politicians were portrayed in Native newspapers. The
analysis found striking differences in how national Native media cover women politicians compared
with prior findings in mainstream newspapers. The data illustrate the influence of Indigenous
standpoint theory on the journalistic norms of Native media and its distinct lack of gendered politics,
revealing significant prioritization of policy over personal and contrasts in the coverage amount and
tone for conservative women politicians. [ABSTRACT FROM AUTHOR]
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Greenberg, Y. (2023). "Imaginal research for unlearning mastery: Divination with tarot as decolonizing
methodology." Anthropology of Consciousness 34(2): 527-549.
Tarot use has become increasingly popular in contemporary society. However, unlike the position
afforded divination in some cultures, it is not culturally consecrated as a legitimate way of knowing in
the so-called Modern West—in large part, due to the attempted disenchantment of the world by the
colonial project of modernity. This paper posits that engagement with tarot divination can be a
decolonizing methodology. I explore how divination's dependence on chance, the imagination, and
engagement with spirits can heal the Cartesian mental models that underly modernity's hold on our
society. Academic writing on divination has, until recently, largely been authored by people who are
not also practitioners of divination themselves. Writing as both a scholar and practitioner of tarot, I
use the cards as a form of "imaginal research" to directly assist in the creation of this paper—
allowing the tarot itself to speak (as much as me speak about it). [ABSTRACT FROM AUTHOR]
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Esgin, T., et al. (2023). "The facilitators and barriers to exercise in the Noongar Aboriginal population in
Perth, Australia." Health Promotion International 38(3): 1-10.
Indigenous Standpoint Theory forms the epistemological foundation for this study and
methodological choices were made within this theoretical framework to ensure culturally responsive
research processes that engaged the Indigenous agenda of self-determination and rights. The
objectives of this research were to determine: (i) Indigenous perceptions of the facilitators and
barriers to exercise; (ii) The potential feasibility and sustainability of an exercise intervention. In this
context, Participatory Action Research methods were used to design the data-gathering instrument
for the study—a questionnaire, co-designed with the Noongar Aboriginal community of Perth,
Western Australia. This self-administered questionnaire, distributed to participants by email, post and
manual delivery, sought to elicit the factors that impact uptake and retention of regular exercise
activities. Questionnaire data included individual demographic detail and specific question responses
on labelled 5 point Likert Scales. Specific question responses were tabulated by Likert Scale label
category and the response distribution for each question was enumerated. Simple descriptive
statistics (measures of central tendency and variance) were used to characterize the data set and

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the Chi squared test was used to evaluate frequency differences between males and females. A total
of 133 participants (71 females) completed the questionnaire. The results indicated that people
valued exercise. The most common barriers indicated by participants were exercising with an injury
(63%), changing diet (58%), finding time to exercise every day (55%) and exercising the next day
with pain from exercising the day before (54%). A larger proportion of males (34%) than females
(24%) reported greater ease in finding time to exercise every day (p < 0.05). Facilitators mainly
related to the potential social and community benefits of exercising with other people, preferably in
small groups, and the importance of a culturally secure venue. These findings shed light on what a
culturally secure exercise programme might involve for the Noongar community. As this may have
implications for other Aboriginal and Torres Strait Islander and international First Nations' Peoples,
more focused research is needed on the place of traditional physical activities and the nature of
culturally secure exercise programmes and spaces to enable wider application. [ABSTRACT FROM
AUTHOR]
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Daubman, B.-R., et al. (2023). "Development of a "Wawokiya" Palliative Care Community Health Worker
Training Program for Great Plains American Indians with Cancer (TH125B)." Journal of Pain & Symptom
Management 65(3): e268-e269.
Outcomes: 1. Explore the impact of our healthcare system's inherent biases and systemic racism on
disenfranchised populations such as American Indians 2. Discuss best practices for utilizing
community-based participatory research principles when developing palliative care educational
programming within disenfranchised populations such as American Indians American Indians (AIs)
throughout the Great Plains experience higher rates of serious illness, particularly cancer, as
compared to Whites. Many of the reservation communities in the Great Plains are located within
areas of the greatest mortality disparities within the United States. As seen in other rural and
medically underserved populations, AIs in the Great Plains do not have consistent access to
palliative care (PC), and certainly not culturally tailored PC services. This presentation by our
interdisciplinary team of AI and non-AI researchers and educators will share outcomes and lessons
learned developing a culturally tailored PC curriculum for Great Plains AI community health workers
(CHWs), named by our AI community advisory board: PC "Wawokiyas" (Lakota word meaning
"helper"). The need for this PC CHW training arose from our community-based participatory
research (CBPR) collaborations, and the training itself evolved through decolonializing and co-
creation methodologies. Guided by community advisory boards of enrolled tribal members and the
expressed need of this AI community to "be born on our land and die on our land," this hybrid
training curriculum consisted of virtual modules, reflection exercises, in-person teaching/discussion,
role-playing, and clinical shadowing. We will share data on course satisfaction and self-efficacy, as
well as best practices leveraging CBPR practices involving community advisory boards and utilizing
co-creation and decolonizing methodologies when working with disenfranchised populations such as
AIs. It is crucial for our society to recognize and address the biases and systemic racism embedded
within our healthcare system, particularly for BIPOC (Black, Indigenous, and people of color). Using
CBPR principles of implementing community advisory boards, culturally tailored training, and
community representation such as CHWs is a first step toward righting these injustices. Sharing
lessons learned from our experiences developing the culturally tailored PC CHW curriculum will
demonstrate one example of utilizing co-creation and decolonizing methodologies. [ABSTRACT
FROM AUTHOR]
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Coates, S. K., et al. (2023). "Indigenous institutional theory: a new theoretical framework and
methodological tool." Australian Educational Researcher (Springer Science & Business Media B.V.) 50(3):
903-920.
This paper introduces and provides comprehensive detail of a new theoretical framework termed
'Indigenous Institutional Theory'. In doing so, the paper discusses 'Western' and 'Indigenous'
methodological practices and examines two existing theories that influence the newly developed
framework; Indigenous Standpoint Theory (Nakata in Disciplining the savages, savaging the

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disciplines, Aboriginal Studies Press, Chicago, 2007) and Institutional Theory. Illustrating a
conceptual framework for Indigenous inquiry, the framework acknowledges the Indigenous
perspective, with the intention of offering a new lens in which the Indigenous experience within
institutions can be interpreted and analysed. It is anticipated that the framework will be utilised in the
future research by Indigenous scholars as a powerful explanatory tool when examining a variety of
organisational phenomena in modern society. While the theoretical framework articulated in this
paper has initially been designed for an Indigenous research project, the framework can be adapted
and utilised when examining the standpoint of minority groups within Western institutions and
addressing the diversity gap in leadership. As such, the paper is also relevant to organisational and
leadership scholars investigating ways in which discriminatory (e.g. gendered and racialised)
structures are created and culturally challenged within Western institutions. [ABSTRACT FROM
AUTHOR]
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Springer Nature
Cheong, M. F., et al. (2023). "Exploring Financial Disengagement of Indigenous Australians: Culture
Matters." Indigenous Law Journal 19(1): 45-70.
Financial disengagement of Indigenous Australians stems from external and internal sources.
External factors include geographical location, unemployment, lower income, and lower financial
literacy. Internal factors relate to Indigenous cultural norms of sharing which influence money
management practices. The High Court of Australia’s decision in Australian Securities and
Investments Commission v. Kobelt highlights the cultural practice of ‘demand sharing’ and the use of
the ‘book-up’ system within remote Indigenous communities. The majority 4:3 decision that Mr.
Kobelt did not engage in unconscionable conduct with his practice of the book-up system with
Indigenous customers indicates the relevance of cultural lenses in evaluating unconscionable
conduct in Indigenous context. Applying an Indigenous Standpoint Theory and using a mixed
methodology of statistical and reflective analytical approaches with Indigenous oral testimonies, this
article demonstrates that culture matters and that connection to culture and community is key to
Indigenous Peoples’ identity and strength. It provides resilience and is foundational to well-being,
including financial wellbeing. Thus, effective design and implementation of financial literacy and
capabilities programs worked by, or in consultation and collaboration with, Indigenous Peoples will
contribute to financial engagement of Indigenous Australians. The lessons learned could also apply
broadly to promoting financial engagement of Indigenous Peoples in the CANZUS nations.
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Brotherton, D. C. (2023). "Ethnographic activism and critical criminology." Tijdschrift over Cultuur &
Criminaliteit 13(3): 22-39.
Ethnographic activism and critical criminology: The methods of ethnography have been employed in
critical criminology to expose social ills and power differentials endemic to the political economy,
culture and history of the global capitalist society. Over three decades, I have continued this tradition
in research projects that advance criminological knowledge while contributing to the personal and
collective struggles of diverse sub-populations to overcome their oppressed and/or subaltern status.
I demonstrate this praxis of activist research through three criminological projects: gangs,
deportation and credible messengers. I argue these cases show the possibilities and potential of an
activist research agenda based on a commitment to decolonizing methodologies and a radical
treatment of theory development. [ABSTRACT FROM AUTHOR]
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Braden, E., et al. (2023). "Curricular Violence and the Education of Black Children: Working Toward Positive
Peace Through Pro-Black Practices." International Journal of Early Childhood 55(3): 347-367.
This article responds to the endemic, intergenerational, and pervasive racism endured by Black
children in the USA and the need to reimagine classrooms as cultures of peace where Black
histories, literatures, accomplishment, oppression, resistance, resilience, and joy are taught as

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central to the curriculum. To do so, the article shares a five-year study of practices developed by 12
teachers working with university educators to construct Pro-Black pedagogy for children from ages
five-to-nine. The article opens with descriptions of renewed efforts in the USA to ban books and deny
the teaching of whole histories and how that constitutes curricular violence in the lives of Black
students. The study is anchored in Black Critical Theory as it encompasses understandings of anti-
and Pro-Blackness in the education of young children. With decolonizing methodologies guiding data
collection, analysis, and representation, findings are shared in the form of (a) practices used by the
teachers to help students grow in their understanding of Black brilliance, resistance, and resilience;
(b) tensions encountered; and (c) positive outcomes. The article closes with implications to guide the
examination of curriculum and school structures as an essential element in Pro-Black curricular
transformation. (English) [ABSTRACT FROM AUTHOR]
Resumen (Spanish): Este artículo responde al racismo endémico, intergeneracional y generalizado que
padecen los niños negros en los Estados Unidos y a la necesidad de reimaginar las aulas como
culturas de paz donde las historias, las literaturas, los logros, la opresión, la resistencia, la
resiliencia y la alegría de los negros se enseñen como elementos centrales al currículum. Para ello,
el artículo comparte un estudio de cinco años de prácticas desarrolladas por 12 maestros que
trabajaron con educadores universitarios para construir una pedagogía Pro-Negritud para niños de
cinco a nueve años. El artículo comienza con descripciones de los renovados esfuerzos en Estados
Unidos para prohibir libros y negar la enseñanza de historias completas y cómo eso constituye una
violencia curricular en la vida de los estudiantes negros. El estudio se basa en la Teoría Crítica
Negra (Black Critical Theory), ya que abarca comprensiones de anti y Pro-Negritud en la educación
de los niños pequeños. A partir de metodologías descolonizadoras que guían la recopilación, el
análisis y la representación de datos, los hallazgos se comparten en forma de (a) prácticas
utilizadas por los maestros para ayudar a los estudiantes a crecer en su comprensión de la
brillantez, la resistencia y la resiliencia negras; b) las tensiones encontradas; y (c) los resultados
positivos. El artículo cierra con implicaciones para guiar el estudio del currículo y las estructuras
escolares como un element esencial en la transformación curricular Pro-Negritud. (Spanish)
Abstraite (French): Cet article répond au racisme endémique, intergénérationnel et omniprésent enduré par
les enfants Noirs aux États-Unis et à la nécessité de réimaginer les salles de classe en tant que
cultures de paix où l'histoire, la littérature, l'accomplissement, l'oppression, la résistance, la
résilience et la joie des Noirs sont enseignées comme un élément central. au programme d'études.
Pour ce faire, l'article partage une étude de cinq ans sur les pratiques développées par 12
enseignants travaillant avec des enseignants universitaires pour construire une pédagogie Pro-Noire
(Pro-Black Pedagogy) pour les enfants de cinq à neuf ans. L'article s'ouvre sur une description des
efforts renouvelés aux États-Unis pour interdire les livres et nier l'enseignement d'histoires entières
et comment cela constitue une violence scolaire dans les programmes scolaires sur la vie des
étudiants noirs. L'étude est ancrée dans la théorie critique noire (Black Critical Theory) car elle
englobe la compréhension de l'anti- et de la Pro-Noirceur (Pro-Blackness) dans l'éducation des
jeunes enfants. Grâce à des méthodologies décolonisantes guidant la collecte, l'analyse et la
représentation des données, les résultats sont partagés sous la forme (a) de pratiques utilisées par
les enseignants pour aider les élèves à développer leur compréhension de l'éclat, de la résistance et
de la résilience des Noirs ; (b) les tensions rencontrées; et (c) des résultats positifs. L'article se
termine par des implications pour guider l'examen du programme et des structures scolaires en tant
qu'élément essentiel de la transformation curriculaire Pro-Noire (Pro-Black). (French) [ABSTRACT
FROM AUTHOR]
Áljẹbrà (Yoruba): Iwe yii ṣe idahun si ebute, irandiran, ati ẹlẹyamẹya ayeraye ti awọn ọmọ eniyan dudu
farada ni ilu Amẹrika ati iwulo lati tun awọn yara ikawe pada bi awọn aṣa ti alaafia nibiti awọn itan-
akọọlẹ nipa isoro, aṣeyọri, inunibini, ifarada, ifarama, ati ayọ ni a kọ bi aringbungbun. si iwe eko. Lati
ṣe bẹ, nkan naa ṣe alabapin ikẹkọ ọdun marun ti awọn iṣe ti o dagbasoke nipasẹ awọn olukọ mejila
ti n ṣiṣẹ pẹlu awọn olukọni ile-ẹkọ giga lati kọ ẹkọ ikẹkọ Pro-Black fun awọn ọmọde lati ọjọ-ori
marun-si-mẹsan. Nkan naa ṣii pẹlu awọn apejuwe ti awọn igbiyanju isọdọtun ni ilu AMẸRIKA lati fi
ofin de awọn iwe ati kọ ẹkọ ti gbogbo itan-akọọlẹ ati bii iyẹn ṣe jẹ iwa-ipa iwe-ẹkọ ni pa aye ti awon
omo ile iwe dudu. Iwadi wa nipa ojurere awon omo dudu ni ile nipa imaran dudu (Black Critical

9
Theory) bi o ti ni awọn oye ti egboogi- ati oye dudu ninu ẹkọ awọn ọmọde. Pẹlu awọn ilana iṣipaya ti
n ṣe itọsọna gbigba data, itupalẹ, ati aṣoju, awọn awari ni a pin ni irisi (a) awọn iṣe ti awọn olukọ lo
lati ṣe iranlọwọ fun awọn ọmọ ile-iwe lati dagba ni oye wọn ti oye dudu, ifarada, ati ifarama; (b)
aifokanbale pade; ati (c) awọn abajade rere. Nkan naa tilekun pẹlu awọn itọsi lati ṣe itọsọna idanwo
ti iwe-ẹkọ ati awọn ẹya ile-iwe bi nkan pataki ni iyipada iwe-ẹkọ nipa nkan awon eniyan dudu.
(Modern Greek) [ABSTRACT FROM AUTHOR]
Muhtasari (Swahili): Makala haya yanajibu ubaguzi wa rangi ulioenea, kati ya vizazi na ulioenea ambao
watoto wenye asili ya kiafrika nchini Marekani wanavumilia na hitaji la kufikiria upya madarasa kama
tamaduni za amani ambapo historia za watu wenye asili ya kiafrika, fasihi, mafanikio, ukandamizaji,
upinzani, ustahimilivu na furaha hufunzwa kama msingi. kwa mtaala. Ili kufanya hivyo, makala
inashiriki utafiti wa miaka mitano wa mazoea yaliyotengenezwa na walimu 12 wanaofanya kazi na
waelimishaji wa vyuo vikuu kuunda ufundishaji wa unga mkono watoto wenye asili ya kiafrika kutoka
umri wa miaka mitano hadi tisa. Makala yanaanza kwa maelezo ya juhudi mpya nchini Marekani za
kupiga marufuku vitabu na kukana mafundisho ya historia nzima na jinsi hiyo inavyojumuisha vurugu
za mitaala nchini. maisha ya wanafunzi wenye asili ya kiafrika. Utafiti huu umejikita katika Nadharia
ya Uhakiki Weusi (Black Critical Theory) kwa vile inajumlisha uelewa wa kupinga- na Kuunga mkono
watu wenye asili ya kiafriki katika elimu ya watoto wadogo. Pamoja na mbinu za kuondoa ukoloni
zinazoongoza ukusanyaji, uchanganuzi na uwakilishi wa data, matokeo yanashirikiwa katika mfumo
wa (a) mazoea yanayotumiwa na walimu kuwasaidia wanafunzi kukua katika uelewa wao wa
ufahamu wa watu wenye asili ya kiafrika, ukinzani na uthabiti; (b) mvutano uliojitokeza; na (c)
matokeo chanya. Kifungu hiki kinafunga kwa madokezo ya kuongoza mtihani wa mtaala na miundo
ya shule kama kipengele muhimu katika mabadiliko ya mitaala inayounga mkono watu wenye asili
ya kiafrika. (Swedish) [ABSTRACT FROM AUTHOR]
Turnbull-Roberts, V., et al. (2022). "Trauma then and now: Implications of adoption reform for First Nations
children." Child & Family Social Work 27(2): 163-172.
Currently, Aboriginal children are significantly over-represented in the out-of-home-care system.
Drawing on Aboriginal trauma scholarship and decolonizing methodologies, this paper situates the
contemporary state removal of Aboriginal children against the backdrop of historical policies that
actively sought to disrupt Aboriginal kinship and communities. The paper draws on submissions to
the 2018 Australian Senate Parliamentary Inquiry into Adoption Reform from Aboriginal community
controlled organizations and highlights four common themes evident throughout these submissions:
(i) the role of intergenerational trauma in high rates of Aboriginal child removal; (ii) the place of
children within Aboriginal culture, kinship and identity; (iii) the centrality of the principles of self-
determination and autonomy for Aboriginal communities and (iv) Aboriginal community controlled
alternatives to child removal. Acknowledging the failure of both federal and state reforms to address
the issues raised in these submissions, the paper reflects on the marginalization of Aboriginal voices
and solutions within contemporary efforts to address the multiple crises of the child protection
system and the implications for the future of Aboriginal children. [ABSTRACT FROM AUTHOR]
Copyright of Child & Family Social Work is the property of Wiley-Blackwell
Saini, R. (2022). "Using "Positioning" Theory to Analyze a Female School Teacher's Experiences with Care
Work during COVID-19 in India: Towards Decolonizing Feminist Research." Current Issues in Comparative
Education 24(1): 41-60.
The past few decades have been marked by growing awareness about the need to move beyond
Anglocentric/Eurocentric epistemes, to instead engage in intellectual projects that effectively
(re)present the voices and consciousness of marginalized populations (Manion & Shah, 2019). The
term decolonizing research methodologies has thus come to acquire a central place within feminist
research in the field of Comparative and International Education (CIE), with rallying calls to
foreground the complexities and uniqueness of the lived realities of women through non-hierarchical
and non-dichotomous modes of meaning-making (Lugones, 2010). However, methodological
literature on decolonizing feminist research is largely linked to the data collection phase, with limited
engagement with how to effectively analyze data once it is collected. This study demonstrates the
use of positioning theory, a form of discourse analysis, as a decolonial analytical framework to

10
investigate the micro details of a female school teacher's experiences with care work during COVID-
19 in India. The analysis revealed the shifting, often contextual nature of the identities that the
participant claimed for herself throughout the narrative, such as a pampered daughter, critical
observer, adjusting daughter-in-law, guilty mother, and strategic choice maker. The study ends by
making a case for the potential use of positioning theory towards decolonizing feminist research
because of its ability to draw attention to the multiple and/or contradictory identities that participants
claim for themselves throughout the discursive interaction. [ABSTRACT FROM AUTHOR]
Richmond, C., et al. (2022). "The Health Impacts of Social Distancing Among Indigenous People in Ontario
During the First Wave of COVID-19." International Journal of Indigenous Health 17`(1): 49-61.
Among Indigenous Peoples in Canada and around the world, the health impacts of COVID-19 have
been measured largely through biological, social, and psychological impacts. Our study draws from a
relational concept of health to examine two objectives: (1) how social distancing protocols have
shaped Indigenous connections with self, family, wider community, and nature; and (2) what these
changing relationships mean for perceptions of Indigenous health. Carried out by an Indigenous
team of scholtives ars, community activists, and students, this research draws from a decolonizing
methodology and qualitative interviews (n = 16) with Indigenous health and social care providers in
urban and reserve settings. Our results illustrate a considerable decline in interpersonal connections-
-such as with family, community organizations, and larger social networks--as a result of social
distancing. Among those already vulnerable, underlying health, social, and economic inequities have
been exacerbated. While the health impacts of COVID-19 have been overwhelmingly negative,
participants noted the importance of this time for self-reflection and reconnection of human-kind with
Mother Earth. This paper offers an alternative perspective to popularized views of Indigenous
experiences of COVID-19 as they relate to vulnerability and resilience. [ABSTRACT FROM
AUTHOR]
Copyright of International Journal of Indigenous Health is the property of International Journal of Indigenous
Health
Nyitray, K. J. and D. Reijerkerk (2022). "Searching for Paumanok: Methodology for a Study of Library of
Congress Authorities and Classifications for Indigenous Long Island, New York." Cataloging & Classification
Quarterly 60(1): 19-44.
Part 1 of "Searching for Paumanok: A Study of Library of Congress Authorities and Classifications
for Indigenous Long Island, New York" evaluated Library of Congress (LC) bibliographic tools and
sources for description and arrangement of Indigenous Long Island collections. Part 2 details the
processes for identifying and assessing subject headings, names, and classifications with an
emphasis on decolonizing methodologies. The authors discuss practical strategies for examining
representations of Indigenous peoples and their homelands in LC Authorities. The study culminates
with a knowledge organization schema to improve bibliographic control and understandings of
Indigenous Long Island history and culture. [ABSTRACT FROM AUTHOR]
Copyright of Cataloging & Classification Quarterly is the property of Taylor & Francis Ltd
Mpofu, V. (2022). "Decolonizing school physics through an indigenous artifact mediated pedagogy." Cultural
Studies of Science Education 17(3): 851-861.
In this commentary, I consider several theoretical and methodological aspects of Nadaraji Govender
and Edson Mudzamiri's study. The commentary starts with an examination of the purpose for making
physics understandable to learners of indigenous background and decolonization of school physics
in Govender and Mudzamiri. Next, I offer an alternative Ubuntu/Unhu conceptual framework-based
interpretation of Govender and Mudzamiri's reported findings. To end the paper, I discuss the key
contributions of Govender and Mudzamiri's study wherein I bring to the attention of researchers in
indigenous knowledge and science education the need to design their studies with due consideration
of aligning research frameworks and methodologies to the decolonizing of school science
contemporary reform. [ABSTRACT FROM AUTHOR]

11
Maryam, K.-K. and L. P. Juang (2022). "Participatory Science as a Decolonizing Methodology: Leveraging
Collective Knowledge From Partnerships With Refugee and Immigrant Communities." Cultural Diversity &
Ethnic Minority Psychology 28(3): 299-305.
Objectives: The major global problems of our day, including mass displacement, climate change,
violence, and pandemic, necessitate global solutions. In a world where injustice and inequities are
rampant, psychologists stand at the precipice of social change and action, with an opportunity to
unambiguously decolonize our research methodologies, and engage in scholarship that provides
immediate benefits to communities. Method: Participatory methods offer an opportunity to co-create
an empowering, equitable, inclusive, and ethical science in partnership with communities. Results:
This special issue on Collaborative and Participatory Research to Promote Engagement,
Empowerment, and Resilience for Immigrant and Refugee Youth, Families, and Communities
highlights exemplary interdisciplinary work that has emerged in learning from and working in
partnership with immigrant and refugee youth, families, and communities. Conclusions: The special
issue offers six major components of participatory methodologies that provide a roadmap to
decolonizing psychological science, recognize the potentials for innovation and impact, and advance
the field. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Diversity & Ethnic Minority Psychology is the property of American Psychological
Association
Makoni, S., et al. (2022). "The politics of southern research in language studies: an epilogue." Journal of
Multicultural Discourses 17(4): 371-379.
In this epilogue we connect contemporary discussion concerning Southern epistemologies and
methodologies in language studies with decolonizing Higher Education. This means that we cannot
divorce Southern epistemologies from the regimes of truth that guide the modes of production,
dissemination and appropriation of knowledge in the global world, which also includes the discussion
concerning ethics and positionality in research. We argue that this discussion should be radically
embedded in a broader political and economic context, by considering the role of neoliberalism in
shaping contemporary universities. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Multicultural Discourses is the property of Taylor & Francis Ltd
Kia-Keating, M. and L. P. Juang (2022). "Participatory science as a decolonizing methodology: Leveraging
collective knowledge from partnerships with refugee and immigrant communities." Cultural Diversity and
Ethnic Minority Psychology 28(3): 299-305.
Objectives: The major global problems of our day, including mass displacement, climate change,
violence, and pandemic, necessitate global solutions. In a world where injustice and inequities are
rampant, psychologists stand at the precipice of social change and action, with an opportunity to
unambiguously decolonize our research methodologies, and engage in scholarship that provides
immediate benefits to communities. Method: Participatory methods offer an opportunity to co-create
an empowering, equitable, inclusive, and ethical science in partnership with communities. Results:
This special issue on Collaborative and Participatory Research to Promote Engagement,
Empowerment, and Resilience for Immigrant and Refugee Youth, Families, and Communities
highlights exemplary interdisciplinary work that has emerged in learning from and working in
partnership with immigrant and refugee youth, families, and communities. Conclusions: The special
issue offers six major components of participatory methodologies that provide a roadmap to
decolonizing psychological science, recognize the potentials for innovation and impact, and advance
the field. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Public Significance Statement—As we have entered an age of unprecedented mass displacement, global
solutions are necessary. Participatory science offers an opportunity for a transformative shift toward
equitable partnerships between researchers and communities toward innovation and may provide a
key to unsolved problems, as well as tap into the possibilities for progress and growth. This special
issue on participatory research with immigrant and refugee communities offers a roadmap for
advancing the field of psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

12
Johnson, C. A. and T. J. Parisien (2022). "Research with a Purpose: Decolonizing Methodologies at Turtle
Mountain Community College." Tribal College Journal 33(4): 20-24.
In this article four faculty members at the Turtle Mountain Community College (TMCC) including Lyle
Best, Stacie Blue, Scott Hanson and Tyler Parisien talk about their current research projects,
methodologies, decolonizing efforts, and how their studies working within Indigenous communities
have addressed community needs. Stacie Blue is currently in her 19th year as a TMCC faculty
member and currently she is working on a project that examines traditional plant populations around
Rolette County.
Jocson, K. M., et al. (2022). "Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital
Storytelling." Educational Studies 58(2): 141-162.
Digital storytelling as part of study creates an opening for reworking ideas. It marks an instance of
recognition to access alternative ways of knowing, thinking, and doing. Guided by radical black
studies and decolonizing methodologies, the authors draw on insights from digital storytelling to
extend current understandings of educational research, theory, and practice. The connections
across five digital stories are highlighted through a retrospective analysis of educational journeys to
and beyond doctoral study. The digital stories are presented in a series of plateaus to (1) challenge
the constraints of academic writing and (2) signal methodological openings in collective restorying.
To that end, the authors unravel processes of becoming, trouble the pedagogical encounters in their
work, and push for otherwise possibilities to make room for the not-yet. [ABSTRACT FROM
AUTHOR]
Copyright of Educational Studies is the property of Taylor & Francis Ltd
Hudson, S., et al. (2022). "Indigenous social enterprises and health and wellbeing: a scoping review and
conceptual framework." International Journal of Environmental Research and Public Health 19(21).
Indigenous people and communities are establishing social enterprises to address social
disadvantage and overcome health inequities in their communities. This review sought to
characterize the spectrum of Indigenous social enterprises in Australia, New Zealand, Canada, and
the United States to identify the operational models and cultural values that underpin them and their
impact on Indigenous health and wellbeing. The scoping review followed Arksey and O'Malley's six-
stage methodological framework with recommended enhancements by Levac et al. underpinned by
Indigenous Standpoint Theory, and an Indigenous advisory group to provide cultural oversight and
direction. Of the 589 documents screened 115 documents were included in the review. A conceptual
framework of seven different operational models of Indigenous social enterprises was developed
based on differing levels of Indigenous ownership, control, and management: (1) individual, (2)
collective, (3) delegative, (4) developmental, (5) supportive, (6) prescriptive and (7) paternalistic.
Models with 100% Indigenous ownership and control were more likely to contribute to improved
health and wellbeing by increasing self-determination and strengthening culture and promoting
healing than others. Indigenous social enterprises could offer a more holistic and sustainable
approach to health equity and health promotion than the siloed, programmatic model common in
public health policy.
Govender, N. and E. Mudzamiri (2022). "Incorporating indigenous artefacts in developing an integrated
indigenous-pedagogical model in high school physics curriculum: views of elders, teachers and learners."
Cultural Studies of Science Education 17(3): 827-850.
Developing and integrating culturally aligned curriculum models which promote use of resources,
such as indigenous artefacts, has been a challenge in science curriculum reforms. The study
focused on the development of an integrated indigenous-pedagogical model for use in high school
physics curriculum. The views of elders, teachers and learners in incorporating indigenous artefacts
were explored. The purpose is to improve the teaching and learning of advanced level physics
concepts of learners having an indigenous background. The curriculum model contextualizes the
curriculum in an effort to decolonize the western-influenced African school curriculum. The study was
conducted in Masvingo District in Zimbabwe, which is populated by the Shona speaking Karanga
clan who still observe indigenous cultural practices. The study is framed within an African paradigm

13
of Ubuntu emphasizing the universal human interconnectedness, together with a Vygotskian
perspective. In keeping with indigenous and decolonizing methodologies, a transformative
participatory research design was used. A sample of 25 participants, who had been purposefully
selected, consisted of 10 community elders, 5 teachers and 10 learners. Qualitative data were
collected during cultural meetings held with community elders and through focus-group discussions
with teachers and learners. Data were analysed thematically through coding and theme production.
The resulting six themes formed the main components of an integrated indigenous-physics
pedagogical model. The model affords insights into partnerships among teachers, community and
learners in strengthening an indigenously aligned contextualized pedagogy in advanced level
physics at high schools. [ABSTRACT FROM AUTHOR]
Esgin, T., et al. (2022). "The facilitators and barriers to exercise in the noongar aboriginal population in
Perth, Australia." Health Promotion International 38(3).
Indigenous Standpoint Theory forms the epistemological foundation for this study and
methodological choices were made within this theoretical framework to ensure culturally responsive
research processes that engaged the Indigenous agenda of self-determination and rights. The
objectives of this research were to determine: (i) Indigenous perceptions of the facilitators and
barriers to exercise; (ii) The potential feasibility and sustainability of an exercise intervention. In this
context, Participatory Action Research methods were used to design the data-gathering instrument
for the study-a questionnaire, co-designed with the Noongar Aboriginal community of Perth, Western
Australia. This self-administered questionnaire, distributed to participants by email, post and manual
delivery, sought to elicit the factors that impact uptake and retention of regular exercise activities.
Questionnaire data included individual demographic detail and specific question responses on
labelled 5 point Likert Scales. Specific question responses were tabulated by Likert Scale label
category and the response distribution for each question was enumerated. Simple descriptive
statistics (measures of central tendency and variance) were used to characterize the data set and
the Chi squared test was used to evaluate frequency differences between males and females. A total
of 133 participants (71 females) completed the questionnaire. The results indicated that people
valued exercise. The most common barriers indicated by participants were exercising with an injury
(63%), changing diet (58%), finding time to exercise every day (55%) and exercising the next day
with pain from exercising the day before (54%). A larger proportion of males (34%) than females
(24%) reported greater ease in finding time to exercise every day (p < 0.05). Facilitators mainly
related to the potential social and community benefits of exercising with other people, preferably in
small groups, and the importance of a culturally secure venue. These findings shed light on what a
culturally secure exercise programme might involve for the Noongar community. As this may have
implications for other Aboriginal and Torres Strait Islander and international First Nations' Peoples,
more focused research is needed on the place of traditional physical activities and the nature of
culturally secure exercise programmes and spaces to enable wider application.
Country, N., et al. (2022). "Traiyimbat olkainbala wei ov dum tings | trying out all kinds of ways of doing
things: co-creative multisensory methods in collaborative research." Traiyimbat olkainbala wei ov dum tings |
Probar todo tipo de formas de hacer las cosas: métodos multisensoriales co-creativos en la investigación
colaborativa. 23(8): 1097-1117.
For example, in Figure 2, the photo on the left shows Margaret cutting the mundalurra bark and on
the right, Rhonda drew Margaret cutting the tree for sugarbag (bush honey). Specifically, as the hill
will soon show, jidan la Kantri enabled the research process to respond to the ways Country
inspires, interrupts and redirects the stories of Ngalakgan storytellers, as well as the ways in which
Country tells its own stories. (Margaret, Rhonda and Lillian, 8 May 2019 At the bottom of hill about to
walk up See https://youtu.be/qhqiiL1%5f1rM for spoken story) The incomprehensible cruelty which
Duncan and the prisoners endured, and were forced into, is evident in Margaret's words and tone.
Keywords: Co-creative multisensory methods; recuperative research; decolonizing approaches;
indigenous methodologies; roper Kriol; participatory research; métodos co-creativos
multisensoriales; investigación recuperativa; enfoques descolonizantes; metodologías indígenas;
Roper Kriol; investigación participativa; méthodes multisensorielles de cocréation; recherche de

14
récupération; approches de décolonisation; méthodologies indigènes; recherche participative EN
Co-creative multisensory methods recuperative research decolonizing approaches indigenous
methodologies roper Kriol participatory research ZH métodos co-creativos multisensoriales
investigación recuperativa enfoques descolonizantes metodologías indígenas Roper Kriol
investigación participativa méthodes multisensorielles de cocréation recherche de récupération
approches de décolonisation méthodologies indigènes recherche participative 1097 1117 21
10/12/22 20221001 NES 221001 1. [Extracted from the article]
Copyright of Social & Cultural Geography is the property of Routledge
Amani, B., et al. (2022). "Integrated Methods for Applying Critical Race Theory to Qualitative COVID-19
Equity Research." Ethnicity & disease 32(3): 243-256.
Background: Racism persists, underscoring the need to rapidly document the perspectives and
experiences of Black, Indigenous and People of Color (BIPOC) groups as well as marginalized
populations (eg, formerly incarcerated people) during pandemics.; Objective: This methods paper
offers a model for using Public Health Critical Race Praxis (PHCRP) and related critical
methodologies (ie, feminist and decolonizing methods) to inform the conceptualization, methods, and
dissemination of qualitative research undertaken in response to the evolving COVID-19 pandemic.;
Sample: Using purposive snowball sampling, we identified organizations involved with health equity
and social justice advocacy among BIPOC and socially marginalized populations. Focus group
participants (N=63) included community members, organizers, activists, and health workers.;
Design: We conducted topic-specific (eg, reproductive justice) and population-specific (eg, Asian and
Pacific Islander) focus groups (N=16 focus groups) in rapid succession using Zoom software.;
Methods: A self-reflexive, iterative praxis guided theorization, data collection and analysis. We
obtained community input on study design, the semi-structured discussion guide, ethical
considerations and dissemination. Applying PHCRP, we assessed our assumptions iteratively. We
transcribed each interview verbatim, de-identified the data, then used two distinct qualitative
techniques to code and analyze them: thematic analysis to identify unifying concepts that recur
across focus groups and narrative analysis to keep each participant's story intact.; Results: The
praxis facilitated relationship-building with partners and supported the iterative assessment of
assumptions. Logistical constraints included difficulty ensuring the confidentiality of virtual
discussions.; Conclusions: These novel approaches provide an effective model for community-
engaged qualitative research during a pandemic.; Competing Interests: Competing Interests: None
declared. (Copyright © 2022, Ethnicity & Disease, Inc.)
(2022). "Accounting for colonial complicities through Refusals in researching agency across borders."
Journal of Social Issues 78(2): 413-433.
Eve Tuck and K. Wayne Yang develop the concept of "refusal" as an essential methodology for
decolonizing social sciences, that I suggest provides an opening for white scholars to contribute to
decolonizing projects. In this article, I reflect on my attempts at engaging with my colonial
complicities, as a white European woman doing research on comprehensive sexuality education and
young people's agency in Tanzania. I present this discussion as a series of refusals interspersed
throughout more conceptual discussions on how feminist and social psychological theorizing, and
post-/de-colonial problematizations of it, have advanced my understanding of agency, and shaped
my approach and research design. In drawing these literatures together, along with my own practical
efforts at applying them, I attempt to mark out, but also problematize, potentials for white people's
anti-colonial praxis in working across borders. I conclude with some broad thoughts on the
particularities of refusals connected to whiteness and the neoliberal university. [ABSTRACT FROM
AUTHOR]
Copyright of Journal of Social Issues is the property of Wiley-Blackwell
Zurba, M., et al. (2021). ""Two-Row" cross-cultural learning for collaborative governance of forestland in
northwestern Ontario, Canada." Regional Environmental Change 21(2): 1-11.
This paper investigates learning occurring through cross-cultural collaboration and how learning
processes and outcomes of such learning affect the governance of regional lands and resources in

15
the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use
transformative learning theory as a basis for critically analyzing individual, social, and structural
changes. Transformative theory has been found to be suitable for working with natural resource
problems and has evolved over time to include ways for accounting for different cultural frames of
reference. We attempted a decolonizing approach in our research methodology hoping to
understand learning events and outcomes as expressed by the research participants according to
their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were
engaged in semi-structured interviews. Our results reveal different events that catalyzed both
transformative and culturally framed learning outcomes for participants, such as much deeper
appreciation for cultural practices and shared understanding of provincial forest policies. Four types
of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii)
social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded
with different learning outcomes that arose from being involved in the partnership. Drawing from the
literature on transformative and Indigenous learning, our study resulted in a synthetic "two-row"
frame for cross-cultural learning and demonstrates that this learning was important for building
cross-cultural collaborations for resource use. [ABSTRACT FROM AUTHOR]
Copyright of Regional Environmental Change is the property of Springer Nature
Tsikewa, A. (2021). "Reimagining the current praxis of field linguistics training: Decolonial considerations."
Language 97(4): e293-e319.
Drawing from decolonizing and Indigenous research methodologies, I examine field linguistic training
in US linguistics programs and how it approaches collaborative language research. I argue that the
current praxis still reflects a linguist-focused model resulting in linguistic extraction (Davis 2017). I
provide three recommendations for transforming linguistic field methods training: (i) the recognition
of linguistics as a discipline rooted in colonization and the implications of this for
speakers/community members, (ii) the incorporation and explicit discussion of language research
frameworks that include Indigenous research methodologies, and (iii) the recognition and
valorization of Indigenous epistemologies via decolonizing 'language' (Leonard 2017). [ABSTRACT
FROM AUTHOR]
Copyright of Language is the property of Linguistic Society of America
Thambinathan, V. and E. A. Kinsella (2021). "Decolonizing Methodologies in Qualitative Research: Creating
Spaces for Transformative Praxis." International Journal of Qualitative Methods: 1-9.
Though there is no standard model or practice for what decolonizing research methodology looks
like, there are ongoing scholarly conversations about theoretical foundations, principal components,
and practical applications. However, as qualitative researchers, we think it is important to provide
tangible ways to incorporate decolonial learning into our research methodology and overall practice.
In this paper, we draw on theories of decolonization and exemplars from the literature to propose
four practices that can be used by qualitative researchers: (1) exercising critical reflexivity, (2)
reciprocity and respect for self-determination, (3) embracing "Other(ed)" ways of knowing, and (4)
embodying a transformative praxis. At this moment of our historical trajectory, it is a moral imperative
to embrace decolonizing approaches when working with populations oppressed by colonial legacies.
Copyright of International Journal of Qualitative Methods is the property of Sage Publications Inc.
Snounu, Y. (2021). "Positionality and self-reflexivity: Backyard qualitative research in Palestine." Research
in Education 111(1): 126-140.
Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-
reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard
research, I explored ways to conceptualize disability in light of language and macro factors related to
Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the
advantages of being an insider and an outsider, and to be aware of the disadvantages of being both.
Positionality and self-reflexivity helped me focus on my participants' voices. Through exploring
disability in Palestinian higher education, I realized I was not only the representative of the collective

16
knowledge, but I was also reflecting on how my research was creating indigenous discourse and
decolonizing methodologies that challenged being politically correct. This was especially true when
using certain acceptable language and content in Western academic discourse. Positionality and
reflection on my own feelings, as an outsider and an insider at the same time, were an essential part
of the research, especially when participants were addressing questions on lived experiences,
content, language, and concepts to use when describing macro and micro-related factors causing
physical disabilities. [ABSTRACT FROM AUTHOR]
Copyright of Research in Education is the property of Sage Publications Inc.
Ryan, C., et al. (2021). "A culturally safe and trauma-informed sexually transmitted blood borne infection
(STBBI) intervention designed by and for incarcerated indigenous women and gender-diverse people."
International Journal of Indigenous Health 15(1): 108-118.
Indigenous women are grossly overrepresented both within the federal correctional system and
among Sexually Transmitted Blood Borne Infection (STBBI) diagnoses in Canada. Mainstream
approaches continue to fall short in addressing Human Immunodeficiency Virus, Hepatitis C and
other STBBIs within this population. In this paper, we argue that, in order to be successful, STBBI
programs and services must hinge on meaningful community participation, community ownership,
and incorporate Indigenous knowledge, perspectives and decolonizing methodologies. Further, they
must take a strengths-based approach and focus on healing and resiliency rather than challenges
and deficits.
Robinson, I. M. and D. Toney (2021). "Mi'kmaw Women Principals' Leadership as Pathways for Cultural
Revitalization." Journal of American Indian Education 60(1/2): 100-122.
This article examines the leadership practices of five Mi'kmaw women school principals and their
ability to revitalize Mi'kmaw culture within their school communities in Mi'kmaw Kina'matnewey (MK),
an Aboriginal educational authority. Data were collected through one-on- one sharing circle
conversations with the participants. The use of Archibald's (2008) storywork, a decolonizing
methodology, positioned the participants to work collaboratively during data collection and analysis.
The findings identify that the principals' leadership approach consists of Mi'kmawcentric education,
collaboration, and student-centered leadership. These decolonizing leadership practices have
supported the revitalization of the Mi'kmaw language, culture, and worldview. [ABSTRACT FROM
AUTHOR]
Copyright of Journal of American Indian Education is the property of Arizona State University, Center for
Indian Education
Marsh, D. E., et al. (2021). "Bridging anthropology and its archives: an analysis from the Smithsonian's
National Anthropological Archives." Anthropology Today 37(2): 19-22.
Much has been written about the need to open up archives as part of the decolonial turn and
decolonizing methodologies. What does this look like in practice for anthropology? Despite
increasing interest in archives and 'the archival turn' among anthropologists, our study at the
National Anthropological Archives (NAA) found that anthropologists who use archives in their work
lack familiarity with organizational principles and histories that would help them navigate and gain
access to these records, as well as critique them. Beyond reporting this recent research, we posit
that the disconnect between archives and anthropology is not isolated to the NAA or the US, but is
pervasive in the discipline. In sharing this work, we hope to inspire other similar institutional moves
and to promote archival education and scholarly engagement in anthropology and its training
programmes. [ABSTRACT FROM AUTHOR]
Copyright of Anthropology Today is the property of Wiley-Blackwell
Johansen, N., et al. (2021). "Decolonizing road safety for transportation justice in Australia." Transportation
Research Part D: Transport & Environment 98: N.PAG-N.PAG.
• Decolonizing road safety is needed for transport justice for First Nations peoples. • Decolonized
road safety acknowledges the trauma of colonialism. • Decolonized road safety adopts First Nations
research methods. • First Nation research methods empowers and works with First Nations people. •

17
Yarning is method particularly suited to decolonizing Australian road safety. Australia has a
fundamental, deep, and enduring transport injustice. First Nations people endure road deaths and
injury figures at vastly higher rates than the figure for non-First Nations people, suggesting that road
safety research has not translated into successful policies and programs that sustainably reduce
First Nations road trauma. In this paper, we argue that the decolonization of road safety research
can only occur with First Nations people using culturally appropriate methodologies. We evaluate the
scope and possibility of First Nations methodologies for decolonizing road safety, finding that
yarning, or the ubiquitous use of conversation and storytelling to generate, pass on, and exchange
knowledge, is a promising research methodology for decolonizing Australian road safety.
Copyright of Transportation Research Part D: Transport & Environment is the property of Pergamon Press -
An Imprint of Elsevier Science
Iddy, H. (2021). "Indigenous Standpoint Theory: ethical principles and practices for studying Sukuma people
in Tanzania." Australian Journal of Indigenous Education 50(2): 385-392.
Indigenous Standpoint Theory (IST) is yet to be widely applied in guiding the conduct of research
that involves Indigenous people in Africa. In reference to Tanzania, this approach is new. There has
been no study in the context of Tanzania which has used IST, despite the presence of many
Indigenous people in the country. IST is widely used in Australia, New Zealand and Canada to guide
the conduct of research when studying Indigenous people. In this paper, I show how I developed
nine ethical protocols for conducting culturally, respectful and safe research with the Sukuma people
in Tanzania and how I used those protocols within a research project on girls and secondary
education in rural Tanzania. By developing these protocols, a significant new contribution to the area
of IST in Tanzania and Africa in general has been established. These protocols may serve as a
starting reference point for other future researchers in Tanzania if they apply IST in their research
such that the voices of Indigenous people may be heard, and the community has a greater degree of
control and input in the planning and designing of the project, as well as the analysis and
dissemination of the information. [ABSTRACT FROM AUTHOR]
Copyright of Australian Journal of Indigenous Education is the property of University of Queensland ABN 63
942 912 68
Guzzardo, M. T., et al. (2021). "Reflexivity and humility evoke a transformable methodology in a post
disaster context." Health psychology and behavioral medicine 9(1): 1-24.
Objective: The process of reflexivity is used to critically examine the experience of conducting
qualitative research with functionally diverse older adults in a post disaster context.; Methods: The
design of the study began with an interpretative phenomenological framework, using in-depth
interviews. Fifteen individuals with functional and access needs living in Puerto Rico were
interviewed regarding their experiences after Hurricane María of 2017.; Findings: In the field, it was
necessary to expand the initial design, and adjust to participants' preferences and needs, as well as
situational characteristics, without compromising ethical standards of practice. The methodology
transformed because of the need for flexibility requiring humility from the researchers. A more
relational form of inquiry was warranted, which acknowledged the intersubjectivity of human
experience. This entailed adapting to community involvement, building rapport with community
leaders functioning as gatekeepers, and integrating family or friends in interviews.; Discussion: The
reflexive approach allowed for a better understanding of the researcher's positionalities and how
they influence the ability or inability to develop trust (e.g. insider/ outsider status, Puerto Rican/ US,
with functional and access needs/ without functional and access needs).; Conclusions: Given the
shift toward relational inquiry and due to the challenges faced while carrying out the study, we
suggest that post-disaster qualitative research would benefit from further including principles of
indigenous decolonizing methodologies, which can be incorporated into studies using interpretative
phenomenological analysis.; Competing Interests: No potential conflict of interest was reported by
the author(s). (© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis
Group.)

18
Griffin, A. A. and J. D. Turner (2021). "Toward a pedagogy of Black livingness: Black students' creative
multimodal renderings of resistance to anti-Blackness." English Teaching: Practice & Critique (Emerald
Group Publishing Limited) 20(4): 440-453.
Purpose: Historically, literacy education and research have been dominated by white supremacist
narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness
proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical
traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of
creative outlets, including multimodal compositions, that enable them to move beyond negative
stereotypes, maintain their creativity, and manifest the present and future lives they desire and so
deeply deserve. Design/methodology/approach: This study aims to answer the question "How do
Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-
Blackness?" The authors critically examine four multimodal compositions created by Black
elementary and middle school students to understand how Black youth author a more racially just
society and envision self-determined, joyful futures. The authors take up Black Livingness as a
theoretical framework and use visual methodologies to analyze themes of Black life, love and hope
in the young people's multimodal renderings. Findings: The findings suggest that Black youth
creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and
experiences to guide their critiques of the present world and envision new personal and societal
futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care
for Black youth. Originality/value: Recognizing that "the creation and use of images [is] a practice of
decolonizing methodology" (Brown, 2013, loc. 2323), the authors examine Black student-created
multimodal compositional practices to understand how Black youth author a more racially just society
and envision self-determined, joyful futures. [ABSTRACT FROM AUTHOR]
Frazer, B. and T. Yunkaporta (2021). "Wik pedagogies: adapting oral culture processes for print-based
learning contexts." Australian Journal of Indigenous Education 50(1): 88-94.
This paper explores the possibilities of designing a Wik pedagogy, drawing on the language and
culture of the remote community of Aurukun on Cape York. The research was inspired by the
emergence of Aboriginal pedagogy theory in recent decades, along with a resurgence of interest in
cognitive linguistics indicating an undeniable link between language, culture and cognition. We are
Aboriginal researchers, relatives with strong family ties in the Aurukun community and beyond. We
are bound by community obligations and cultural protocol and so the methodology privileged the
local cultural and language orientations that inform Indigenous knowledge production. It involved
participating in knowledge transmission in cultural contexts and undertaking a relationally responsive
analysis of local language. The methodology enfolded Indigenous standpoint theory, yarning
methods and auto-ethnography, a rigorous process that informed the development of a Wik
pedagogy. We found that Wik knowledge transmission is embedded across multiple disciplines and
modalities, such as weaving, fishing, carving, stories and images in both male and female cultural
activities. The observed patterns of these activities revealed an example of a structured learning
cycle. Some elements of this proposed Wik pedagogy may be generalisable to other language
groups, such as the tendency for listening to be equated with understanding and cognition. This is a
feature of many Aboriginal languages and cultures along with narrative, place-based and group-
oriented approaches to knowledge transmission. In terms of implications for Indigenous research,
the use of Indigenised methods such as umpan and relationally responsive analysis represent
potential ways forward in Indigenous standpoint theory and methodologies. [ABSTRACT FROM
AUTHOR]
942 912 68
Cox, G. R., et al. (2021). "Indigenous standpoint theory as a theoretical framework for decolonizing social
science health research with American Indian communities." AlterNative: An International Journal of
Indigenous Peoples 17(4): 460-468.
Theoretical frameworks rooted in Western knowledge claims utilized for public health research in the
social sciences are not inclusive of American Indian communities. Developed by Indigenous

19
researchers, Indigenous standpoint theory builds from and moves beyond Western theoretical
frameworks. We argue that using Indigenous standpoint theory in partnership with American Indian
communities works to decolonize research related to American Indian health in the social sciences
and combats the effects of colonization in three ways. First, Indigenous standpoint theory aids in
interpreting how the intersections unique to American Indians including the effects of colonization,
tribal and other identities, and cultural context are linked to structural inequalities for American Indian
communities. Second, Indigenous standpoint theory integrates Indigenous ways of knowing with
Western research orientations and methodologies in a collaborative process that works to
decolonize social science research for American Indians. Third, Indigenous standpoint theory
promotes direct application of research benefits to American Indian communities. [ABSTRACT
FROM AUTHOR]
Copyright of AlterNative: An International Journal of Indigenous Peoples is the property of Sage Publications
Inc.
Azocar, C. L., et al. (2021). "Indigenous Communities and COVID 19: Reporting on Resources and
Resilience." Howard Journal of Communications 32(5): 440-455.
Many Indigenous tribes in the United States count on gaming revenue to provide basic services to
their people, but gaming was a critical resource that was lost during the COVID-19 pandemic.
Through a qualitative contextual analysis, this research explores the news coverage about economic
resource loss in both Indigenous and non-Indigenous news media coverage of COVID-19,
particularly where the virus and gaming intersected. It illustrates how coverage from news outlets
with an Indigenous focus and/or representation differs from outlets without connections to
Indigenous people. Using Indigenous standpoint theory, the analysis revealed the ways non-
Indigenous media used parachute reporting to create a one-sided view of the pandemic's impacts
when it came to the industries necessary to fund indispensable tribal functions. [ABSTRACT FROM
AUTHOR]
Copyright of Howard Journal of Communications is the property of Routledge
Young, H. (2020). "A Decolonizing Medieval Studies? Temporality and Sovereignty." English Language
Notes 58(2): 50-63.
This article considers how medievalism, particularly in its academic form of medieval studies, might
contribute to decolonization through exploration of how the Western "cultural archive" (Smith,
Decolonizing Methodologies) draws on the teleological temporality embedded in the idea of the
"medieval" to rationalize "white possessive logics" (Moreton-Robinson, White Possessive). It
explores medievalisms in legal, mainstream, and academic contexts that focus on Indigenous land
rights and law in the Australian settler-colonial state. It examines the High Court of Australia's ruling
in Mabo and Others v. Queensland (2) (1992), a landmark case that challenged the legal doctrine of
terra nullius, on which claims to British sovereignty were founded, and on comparisons of Anglo-
Saxon and Indigenous law in the post-Mabo era. [ABSTRACT FROM AUTHOR]
Copyright of English Language Notes is the property of Duke University Press
Veli-Gold, S., et al. (2020). "Presenting to hospital emergency: analysis of clinical notes for Indigenous and
non-Indigenous patients with traumatic brain injury in North Queensland." Australian Aboriginal Studies(1):
54-65.
This study, led by two Aboriginal disability researchers using Indigenous standpoint theory, sought to
identify, analyse and compare themes that emerged in the clinical notes of patients who presented
with a Traumatic Brain Injury (TBI) to North Queensland hospital emergency departments. We
analysed the clinical notes and identified six key themes that are relevant to understanding the
differences in hospital emergency department characteristics of Indigenous and non-Indigenous
people presenting with TBI in North Queensland. The themes are alcohol and assault; accidents and
mishaps; traffic incidents; police involvement, non-compliance and/or aggression; sports; and
seizures. Alcohol and assaults are a serious problem leading up to hospital presentations for
Indigenous people. The themes together depict the chains of circumstances leading up to
presentations along three dimensions: misadventure linked with mishaps in life; alcohol and

20
violence; and individual health status. The study findings have implications for preventative health
care policy and practice to reduce the main characteristics - alcohol and violence - contributing to
Indigenous people presenting with TBI. The findings of this study provide evidence to inform the
substance abuse policies and programs funded under the Closing the Gap strategy, the National
Disability Insurance Scheme and the National Drug Strategy 2017-2026. [ABSTRACT FROM
AUTHOR]
Copyright of Australian Aboriginal Studies is the property of Aboriginal Studies Press
Ryan, C., et al. (2020). "A Culturally Safe and Trauma-Informed Sexually Transmitted Blood Borne Infection
(STBBI) Intervention Designed by and for Incarcerated Indigenous Women and Gender-Diverse People."
International Journal of Indigenous Health 15(1): 108-118.
Indigenous women are grossly overrepresented both within the federal correctional system and
among Sexually Transmitted Blood Borne Infection (STBBI) diagnoses in Canada. Mainstream
approaches continue to fall short in addressing Human Immunodeficiency Virus, Hepatitis C and
other STBBIs within this population. In this paper, we argue that, in order to be successful, STBBI
programs and services must hinge on meaningful community participation, community ownership,
and incorporate Indigenous knowledge, perspectives and decolonizing methodologies. Further, they
must take a strengths-based approach and focus on healing and resiliency rather than challenges
and deficits. [ABSTRACT FROM AUTHOR]
Health
Robinson, I. M., et al. (2020). "Indigenous women in educational leadership: identifying supportive contexts
in Mi'kmaw Kina'matnewey." International Journal of Leadership in Education 23(6): 691-711.
This article is drawn from a larger qualitative case study that examined the leadership context and
leadership approaches of five Mi'kmaw women school principals in Mi'kmaw Kina'matnewey (MK),
an Aboriginal educational authority, located in Nova Scotia, Canada. This article aims to identify the
contextual supports within MK that have enabled Mi'kmaw women educators to obtain and retain
positions as principals. The use of a decolonizing methodology positioned the participants to work in
partnership with the researcher during data collection and analysis. Data collection and analysis
involved the use of one-on-one and sharing circle conversations with the principals. Findings
suggest that the social, cultural, and organizational contexts where women lead have had a
significant influence on their lives. More specifically, familial, collegial, community, and organizational
supports have enabled these women to hold positions as principals and enabled Mi'kmaw cultural
revitalization to occur within their school communities. Although the contexts within MK are not
reproducible, aspects of the supports within these contexts can be employed by schools and school
districts to support the hiring and retention of minoritized members of society in educational
leadership. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Leadership in Education is the property of Routledge
Restrepo, M. J., et al. (2020). "Assessing the quality of collaboration in transdisciplinary sustainability
research: Farmers' enthusiasm to work together for the reduction of post-harvest dairy losses in Kenya."
Environmental Science & Policy 105: 1-10.
• Assessing quality of collaboration strengthens the TDR process and outcomes. • Methods used in
TDR should enhance the enthusiasm of societal stakeholders to actively engage in the collaboration.
• Satisfying societal stakeholders' needs for autonomy, competence and relatedness is critical. •
Active engagement increases the ability of societal stakeholders to address sustainability challenges
and to enact change. • Fostering intrinsic motivation for engagement broadens societal impacts.
Transdisciplinary sustainability research (TDR) is characterised by methodologies that support a rich
and direct interaction between academics and other societal stakeholders. However, it is not to be
taken for granted that societal stakeholders are interested in collaboration, or that researchers have
the skills to put participative methods into action. While there are several frameworks available to
evaluate transdisciplinary research, the quality of participants' engagement is often neglected during
evaluations. The aim of this paper is to empirically assess the intrinsic motivation of participating

21
societal stakeholders to engage in TDR by pairing Self-Determination Theory with Poggi's
conceptual analysis of enthusiasm. We argue that the quality of collaboration between academic and
other societal stakeholders is reflected by the latter's enthusiasm to participate, and that this
supports the co-creation of outputs that societal stakeholders can put into practice. Two smallholder
dairy farmer groups in Nakuru County, Kenya, reflected on their engagement in a collaborative
learning process (CLP) that started in 2013. The goal of the collaboration was to co-develop
contextualized innovations. We found that giving more voice and increasing representation and
power of farmers in the research process sparked their enthusiasm, while a sense of progress and
success sustained it. The strengthened sense of autonomy, competence and relatedness associated
with intrinsic motivation helped participants invest in co-creating research outputs that have direct
effects on their production systems. Especially for agricultural research for development spanning
between Global North and Global South contexts, sensitivity to encouraging participants' intrinsic
motivation can contribute towards decolonizing research methodologies and shifting more power
towards the societal stakeholders that these projects are meant to serve. We conclude that
assessing participants' intrinsic motivation and enthusiasm helps to determine the quality of
collaboration. A possible implication could also be the differentiation between methodological
approaches employed in TDR that deeply engage societal stakeholders for knowledge integration
and co-production, and those that do so only at a superficial level. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Science & Policy is the property of Elsevier B.V.
Reid, J., et al. (2020). "Oral and dental health and health care for Māori with type 2 diabetes: A qualitative
study." Community Dentistry & Oral Epidemiology 48(2): 101-108.
Objectives: Type 2 diabetes mellitus (T2DM) and periodontal disease are two highly prevalent,
directly and independently associated long-term conditions that disproportionately impact Indigenous
Māori in New Zealand (NZ). Although poorly understood, a number of social and biological
mechanisms connect these conditions. This qualitative study explored experiences of T2DM and oral
and dental (hereafter oral/dental) health; access to oral/dental health care; whether participants'
experiences supported or challenged existing evidence; and sought suggestions for improving
oral/dental health in a high-deprivation rural area of Northland, NZ. Methods: Participants (n = 33)
meeting the study criteria: self-identified Māori ethnicity, aged ≥ 18-years with glycated haemoglobin
(HBA1c) >65 mmol/L were recruited via the local primary care clinic in September-December 2015;
two left the study prior to data collection. During face-to-face semi-structured interviews, participants
(n = 31) were asked How does diabetes affect your teeth? and When did you last access dental
care? Kaupapa Māori (KM) theory and methodology provided an important decolonizing lens to
critically analyse the fundamental causes of Indigenous health inequities. Results: Independent
analysis of qualitative data by three KM researchers identified four themes: access barriers to quality
care; pathways to edentulism; the 'cost' of edentulism; and, unmet need. Results contributed towards
informing Mana Tū—an evidence-based KM programme for diabetes in primary care—to be
introduced in this and other communities from 2018. Conclusions: Oral health is integral to diabetes
management, and vice versa. Subsidized specialist referrals for oral-dental health care for Māori with
T2DM could improve glycaemic control and diabetes outcomes and reduce diabetes-related
complications among this population. [ABSTRACT FROM AUTHOR]
Copyright of Community Dentistry & Oral Epidemiology is the property of Wiley-Blackwell
Moeke-Maxwell, T., et al. (2020). "Toku toa, he toa rangatira: a qualitative investigation of New Zealand
māori end-of-life care customs." International Journal of Indigenous Health 13(2): 30-46.
Informal end-of-life caregiving will increase over the next 30 years in line with the anticipated
increase in older Māori deaths. Of concern, New Zealand's neo-colonial trajectory of loss of lands,
cultural disenfranchisement, urban migration, ethnic diversity, global diaspora and changing whānau
(family, including extended family) compositions has restricted some Indigenous whānau from
retaining their end-of-life care customs. This article reports on a qualitative pilot study on Māori
whānau end-of-life care customs undertaken to explore how those care customs contribute towards
strengthening whānau resilience and bereavement. Five whānau, including 13 individuals from
diverse iwi (tribes), took part in one of six face-to-face interviews. Kaupapa Māori research methods

22
informed the analysis. The findings report a high level of customary caregiving knowledge among
older whānau carers as well as a cohesive whānau collective support system for this group. Tribal
care customs were handed down via (1) enculturation with tribal principles, processes and practices,
(2) observing kaumātua processes and practices, and (3) being chosen and prepared for a specific
care role by kaumātua. Younger participants had strong cultural care values but less customary care
knowledge. The pilot concluded the need for a larger systematic qualitative study of Māori tikanga
(customs) and kawa (guidelines) as well as the development of participant digital stories to support a
free online educational resource to increase understanding among whānau, indigenous communities
and the health and palliative care sectors. Indigenous suicide, Indigenous suicide prevention;
Indigenous mental health; Critical suicidology; Indigenous youth suicide; Decolonizing
methodologies; Suicidology; First Nations; Aboriginal; Indigenous health; Social determinants of
health.
McKinley, E. (2020). "The cultural interface tension: doing Indigenous work in the academy." Cultural
Studies of Science Education 15(2): 615-621.
This article explores Vanessa Anthony-Stevens and Sammy Matsaw's paper "The productive
uncertainty of Indigenous and decolonizing methodologies in the preparation of interdisciplinary
STEM researchers". That paper reports on a small qualitative study on how STEM students in the
field of natural resources management react to the inclusion of Indigenous ways of knowing in their
interdisciplinary research methodologies course. The authors are engaging contested intersections
of knowledge that are notoriously difficult to negotiate. I argue that the inclusion of Indigenous 'ways
of knowing' into the water resource management curriculum is based on Morgan's (in: McKinley,
Smith (eds) Handbook of indigenous education, Springer, Singapore, pp 111–128, 2019.
10.1007/978-981-10-3899-0) idea of the 'guest paradigm'. At the same time, and in contrast, I also
argue that the inclusion of Indigenous knowledge in the curriculum cannot just occur in the
classroom but needs to be considered at an institutional and individual level as well. The project
should be seen as a small step within a wider Indigenous agenda of decolonizing the Eurocentric
curriculum. [ABSTRACT FROM AUTHOR]
Larkin, K. (2020). "Decolonizing Ludlow: A Study in Participatory Archaeology." International Journal of
Historical Archaeology 24(1): 156-182.
Anthropology and museum scholarship has benefited from using decolonizing methodologies.
Professionals practicing a decolonizing methodology have recognized their historic roles in creating
and perpetuating imperialist epistemologies and have actively worked to disengage from this
practice and shift their approaches. However, archaeologists in industrial contexts have not generally
engaged in research methodologies that utilize a decolonizing approach, even when the historical
contexts suggest these methodologies may be appropriate. This paper illustrates the value in
utilizing decolonizing methodologies in appropriate industrial contexts by focusing on the work of the
Colorado Coalfield War Archaeology Project and the Ludlow Centennial Commemoration
Commission. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Historical Archaeology is the property of Springer Nature
Kendall, S., et al. (2020). "Incarcerated Aboriginal women's experiences of accessing healthcare and the
limitations of the 'equal treatment' principle." International Journal for Equity in Health 19(48).
Background: Colonization continues in Australia, sustained through institutional and systemic racism.
Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of
Australia's Aboriginal and Torres Strait Islander population, leading to significantly poorer health
status, social impoverishment and inequity resulting in the over-representation of Aboriginal people
in Australian prisons. Despite adoption of the 'equal treatment' principle, on entering prison in
Australia entitlements to the national universal healthcare system are revoked and Aboriginal people
lose access to health services modelled on Aboriginal concepts of culturally safe healthcare
available in the community. Incarcerated Aboriginal women experience poorer health outcomes than
incarcerated non-Indigenous women and Aboriginal men, yet little is known about their experiences
of accessing healthcare. We report the findings of the largest qualitative study with incarcerated

23
Aboriginal women in New South Wales (NSW) Australia in over 15 years. Methods: We employed a
decolonizing research methodology, 'community collaborative participatory action research',
involving consultation with Aboriginal communities prior to the study and establishment of a Project
Advisory Group (PAG) of community expert Aboriginal women to guide the project. Forty-three semi-
structured interviews were conducted in 2013 with Aboriginal women in urban and regional prisons in
NSW. We applied a grounded theory approach for the data analysis with guidance from the PAG.
Results: Whilst Aboriginal women reported positive and negative experiences of prison healthcare,
the custodial system created numerous barriers to accessing healthcare. Aboriginal women
experienced institutional racism and discrimination in the form of not being listened to, stereotyping,
and inequitable healthcare compared with non-Indigenous women in prison and the community.
Conclusions: 'Equal treatment' is an inappropriate strategy for providing equitable healthcare, which
is required because incarcerated Aboriginal women experience significantly poorer health. Taking a
decolonizing approach, we unpack and demonstrate the systems level changes needed to make
health and justice agencies culturally relevant and safe. This requires further acknowledgment of the
oppressive transgenerational effects of ongoing colonial policy, a true embracing of diversity of
worldviews, and critically the integration of Aboriginal concepts of health at all organizational levels
to uphold Aboriginal women's rights to culturally safe healthcare in prison and the community.
Johnson, M. (2020). "Toward a Genealogy of the Researcher as Subject in Post/Decolonial Pacific
Histories." History and Theory: Studies in the Philosophy of History 59(3): 421-429.
Recent discussion has drawn out some important differences between postcolonial and decolonial
theories. The former are associated primarily with the work of South Asian scholars working in
cultural, literary, or historical studies; decolonial scholarship, by contrast, is located in Latin America
and has emerged from sociological critiques of dependency theory. Shifting the locus of debate to
the Pacific centers another subject in globalizing critiques of colonialism: the historian in indigenous
communities. In this article, I examine how the role of the researcher is conceptualized in Linda
Tuhiwai Smith's landmark work 'Decolonizing Methodologies: Research and Indigenous Peoples'
(1999). Revealing tensions between objectivity and intersubjectivity, on the one hand, and between
essentialist identity and hybridity, on the other, I ask why Smith's book hinges on dichotomizing
nonindigenous and indigenous researchers, who are by turn enabled or constrained in a colonial
present. I situate this late twentieth-century subject in a genealogy of indigenous engagement with
history and anthropology in New Zealand and contemporary problems of historical justice.
Johnson, M. (2020). "7. TOWARD A GENEALOGY OF THE RESEARCHER AS SUBJECT IN
POST/DECOLONIAL PACIFIC HISTORIES." History & Theory 59(3): 421-429.
Recent discussion has drawn out some important differences between postcolonial and decolonial
theories. The former are associated primarily with the work of South Asian scholars working in
cultural, literary, or historical studies; decolonial scholarship, by contrast, is located in Latin America
and has emerged from sociological critiques of dependency theory. Shifting the locus of debate to
the Pacific centers another subject in globalizing critiques of colonialism: the historian in indigenous
communities. In this article, I examine how the role of the researcher is conceptualized in Linda
Tuhiwai Smith's landmark work Decolonizing Methodologies: Research and Indigenous Peoples
(1999). Revealing tensions between objectivity and intersubjectivity, on the one hand, and between
essentialist identity and hybridity, on the other, I ask why Smith's book hinges on dichotomizing
nonindigenous and indigenous researchers, who are by turn enabled or constrained in a colonial
present. I situate this late twentieth-century subject in a genealogy of indigenous engagement with
history and anthropology in New Zealand and contemporary problems of historical justice.
Copyright of History & Theory is the property of Wiley-Blackwell
Govender, N. and G. Mutendera (2020). "Teachers' and custodians' views and dilemmas arising thereof
regarding the integration of indigenous knowledge in the primary school." AlterNative: An International
Journal of Indigenous Peoples 16(4): 356-368.

24
Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the
history, art, nature, and traditions of the community from which students come. This study explores
the views of six custodians and six teachers on the integration of Indigenous Knowledge in the
primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research
methodology framed the study. Data were generated through focus group discussions with
Indigenous Knowledge custodians through individual interviews with teachers. The custodians' views
confirmed that Indigenous Knowledge was significant to their identities, but they were concerned
with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of
Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical
about custodians teaching formally in the classrooms. Several dilemmas arose from the views of
participants, which have implication for the integration of Indigenous Knowledge in primary schools.
Inc.
Esgin, T., et al. (2020). "Indigenous research methodologies: decolonizing the Australian sports sciences."
Health Promotion International 34(6): 1231-1240.
To design a questionnaire that would determine an Indigenous individual's perceptions of the
barriers and motivators to aerobic and anabolic exercise with a series of questions designed to elicit
the factors that impact uptake and retention of regular physical activity. For this purpose, a
questionnaire was designed to capture information relating to motivators and barriers, traditional
physical activities, preferred exercise environments, exercise goals and levels of commitment to
physical activity. This article does not report the results of the questionnaire itself but the preparation
that was required in order to develop it. Indigenous standpoint theory. Participatory Action Research.
A series of consultation meetings were arranged between the first author, a Noongar Aboriginal
researcher, with a range of people from the same Noongar community as the author to discuss
priorities and develop questions. The drafted questionnaire was shaped with continuous Noongar
community feedback to ensure the language, length and appropriateness of questions.
Questionnaire reliability was assessed using interclass correlation. Most questions had excellent
internal consistency. A consensus was reached on the utility of the questionnaire. The personal
contacts of the first author and nature of community involvement in the development of this
questionnaire were helpful in assuring that it would be an acceptable tool for the Noongar
community. The piloting of the questionnaire was also important in confirming its community
acceptability. This article provides a model and suggestions for researching physical activity and
exercise in a culturally safe manner.
Denny-Smith, G., et al. (2020). "Assessing the impact of social procurement policies for Indigenous people."
Construction Management & Economics 38(12): 1139-1157.
Governments of highly developed western nations with colonised Indigenous populations such as
Australia, Canada and South Africa are increasingly turning to social procurement policies in an
attempt to solve social inequities between Indigenous people and other citizens. They seek to use
policies and funds attached to infrastructure development and construction to encourage private
sector companies to provide training, employment and business opportunities for Indigenous people
in the communities in which construction occurs. This paper outlines the rise of these policies and
their origins, and critiques their connection to Indigenous people's human rights, impact
measurement, evaluation and accountability mechanisms. In doing so this paper also explores
benefits and potential of social procurement policies, as well as risks. Drawing on insights from an
Aboriginal-developed evaluation framework, Ngaa-bi-nya, and Indigenous Standpoint Theory, this
paper highlights Indigenous peoples' definitions of value and outlines their relevance to social
procurement. Introducing the notion of cultural counterfactuals into social impact measurement
research, it also offers a new conceptual framework to enable policymakers and practitioners to
more accurately account for social procurement value and impact, including Indigenous people's
notions of social value. [ABSTRACT FROM AUTHOR]
Copyright of Construction Management & Economics is the property of Routledge

25
Datta, R., et al. (2020). "The COVID-19 Pandemic: An Immigrant Family Story on Reconnection,
Resistance, and Resiliency." Journal of Comparative Family Studies 51(3/4/2020): 429-444.
The COVID-19 pandemic has created a significant effect on the vulnerable portion of society,
particularly on Indigenous and visible minority immigrants. We, as a minority family from Bangladesh
who are on Indigenous land in Saskatchewan Canada, explore family-based pandemic resiliency,
mainly focusing on Indigenous notions of resistance and reconnection. This article discusses our
family-based resiliency on family interaction, social distancing, and isolation during the COVID-19
pandemic. This paper explores a family-based decolonizing autoethnography as a methodology for
understanding health and wellness from an immigrant family's perspective. We discussed why
Indigenous and immigrant stories matters for building resiliency and resistance within a family. How
do we know it is effective? How can it be helpful for others? Here, we highlight how Indigenous
Elders, Knowledge-Keepers, and ancestors' stories helped us for building our resistance and
reconnection to be active, hopeful, and joyful during the COVID-19 pandemic. (English) [ABSTRACT
FROM AUTHOR]
La pandémie COVID-19 a créé un effet significatif sur les personnes vulnérables partie de la société, en
particulier les immigrants autochtones et des minorités visibles. Nous, en tant que famille
d'immigrants du Bangladesh qui Terres autochtones en Saskatchewan Canada, explorez la
résilience à une pandémie familiale, se concentrant principalement sur les notions autochtones de
résistance et de reconnexion. Cet article discute de notre résilience familiale sur les interactions
familiales, la distance sociale et isolement pendant la pandémie de COVID-19. Cet article explore
une décoloniser l'autoethnographie comme méthodologie pour comprendre la santé et le bien-être
du point de vue des familles autochtones et immigrantes. Nous avons discuté pourquoi Les histoires
autochtones et d'immigrants sont importantes pour renforcer la résilience et la résistance au sein
une famille. Comment savons-nous qu'il est efficace? Comment cela peut-il être utile aux autres? Ici,
nous souligner comment les histoires des aînés, des gardiens du savoir et des ancêtres autochtones
ont aidé nous pour renforcer notre résistance et notre reconnexion pour être actifs, pleins d'espoir et
joyeux pendant la pandémie COVID-19. (French) [ABSTRACT FROM AUTHOR]
Copyright of Journal of Comparative Family Studies is the property of University of Toronto Press
Ansloos, J. P. and A. C. Wager (2020). "Surviving in the cracks: a qualitative study with indigenous youth on
homelessness and applied community theatre." International Journal of Qualitative Studies in Education
(QSE) 33(1): 50-65.
Indigenous youth are disproportionately impacted by homelessness in Canada. Little is known about
Indigenous youths' lived experiences of homelessness and the dominant methodological orientation
in related research uses quantitative research methods. There have been calls for increased
engagement in qualitative and arts-based research methods. In this article, we answer this call
through exploration of two key issues at the intersection of Indigenous youth, homelessness and
arts-based research: (1) theory and (2) method. Using thematic analysis of interviews conducted
with youth in an applied community theatre project, this study identifies seven conceptual themes
related to youth experiences with homelessness, and nine methodological themes related to
decolonizing arts-based research. We explore the entangled relationship of applied community
theatre and decolonizing methodologies with youth, considering what is contentious, multifaceted
and complex about this relationship. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Qualitative Studies in Education (QSE) is the property of Routledge
Wynne, T. T. (2019). "Who Holds the Power for Change?" Junctures: The Journal for Thematic Dialogue:
11-15.
And despite the vastness of our current ocean of disparity, colonisation and power differentials, we
sail these oceans of thought, navigating the va, or the space between where we are and our
imagined aspirations. Junctures 20, December 2019 13 Smith captures this well when she asserts
that history "is not important for indigenous peoples because a thousand accounts of the "truth" will
not alter the "fact" that indigenous peoples are still marginal and do not possess the power to

26
transform history into justice." Linda Tuhiwai Smith, Decolonizing Methodologies: Research and
Indigenous Peoples, 2nd ed. (London and New York: Zed Books, 2012). [Extracted from the article]
Copyright of Junctures: The Journal for Thematic Dialogue is the property of Otago Polytechnic
Walter, M. and M. Suina (2019). "Indigenous data, indigenous methodologies and indigenous data
sovereignty." International Journal of Social Research Methodology 22(3): 233-243.
The field of Indigenous methodologies has grown strongly since Tuhiwai Smith's 1999
groundbreaking book Decolonizing Indigenous Methodologies. For the most part however, there has
been a marked absence of quantitative methodologies with the methods aligned with Indigenous
methodologies predominantly qualitative. This article proposes that the absence of an Indigenous
presence from Indigenous data production has resulted in an overwhelming statistical narrative of
deficit for dispossessed Indigenous peoples around the globe. Using the theoretical concept of
Indigenous Lifeworlds this article builds on the core premises of Walter and Andersen's 2013 book
Indigenous quantitative methodologies. Arguing for a fundamental disturbance of the Western logics
of statistical data the article details recent developments in the field including the emergence of the
Indigenous Data Sovereignty movement. The article also explores Indigenous quantitative
methodologies in practice using the case study of a Tribal Epidemiology Centre in New Mexico.
Copyright of International Journal of Social Research Methodology is the property of Routledge
Redman-MacLaren, M., et al. (2019). "Meeting in the Middle: Using Lingua Franca in Cross-Language
Qualitative Health Research in Papua New Guinea." International Journal of Qualitative Methods: 1-8.
With words as data, qualitative researchers rely upon language to understand the meaning
participants make of the phenomena under study. Cross-language research requires communication
about and between linguistic systems, with language a site of power. This article describes the use
of the lingua franca of Tok Pisin in a study conducted to explore the implications of male
circumcision for human immunodeficiency virus (HIV) prevention for women in Papua New Guinea.
Utilizing a transformational grounded theory methodology, researchers conducted an analysis of
data from an HIV prevention study. Researchers then facilitated individual interviews and interpretive
focus groups to explore preliminary categories identified during the analysis. Most focus groups and
interviews were conducted in the local lingua franca Tok Pisin, which is neither the researchers' nor
most participants' first language. Audio recordings were transcribed and analyzed. Researchers
returned to research participants to discuss research findings and recommendations. Following
critical reflection by the authors and further discussions with participants, it was evident that using
Tok Pisin enriched the research process and findings. Using the lingua franca of Tok Pisin enabled
interaction in a language closer to the lived experience of participants, devolved the power of the
researcher, and was consistent with decolonizing methodologies. Participants reported the use of
Tok Pisin, em i tasim (pilim) bun bilong mipela, "it touches our bones," and enabled a flow of
conversation with the researchers that engendered trust. It is critical researchers address hierarchies
of language in order to enable cogeneration of quality research findings. [ABSTRACT FROM
AUTHOR]
Pilon, R. S., et al. (2019). "Decolonizing Diabetes." International Journal of Indigenous Health 14(2): 252-
275.
This article presents insights into the colonial experience of Indigenous Peoples living with type 2
diabetes within seven First Nation communities in Northern Ontario. A constructivist grounded theory
methodology guided by a decolonizing approach to conducting research with Indigenous Peoples
was used in this study. Twenty-two individuals with type 2 diabetes were interviewed. The main
research question explored the impact of colonization on the lived experience and perceptions about
developing type 2 diabetes for Indigenous Peoples. Using semi-structured interviews, the three main
categories that emerged from the analysis of the interview transcripts were changing ways of eating,
developing diabetes, and choosing your medicine. A substantive theory was developed that
suggests that Indigenous Peoples living with type 2 diabetes often live with the perception that there

27
is 'no going back' to the way things once were prior to European contact whether one wanted to or
not. As a result, they have adapted the way they live with diabetes which can, at times, be at odds
with Indigenous world views. An adaptation that considers a complementary approach to the way
individuals live and manage diabetes including both Traditional and Western ways may provide a
framework for a decolonized model of type 2 diabetes care for Indigenous Peoples. [ABSTRACT
FROM AUTHOR]
Health
Ndlovu-Gatsheni, S. J. (2019). "Provisional Notes on Decolonizing Research Methodology and Undoing Its
Dirty History." Journal of Developing Societies (Sage Publications Inc.) 35(4): 481-492.
Decolonizing research methodology is a vast and complex task of undoing its dirty history. The dirty
history is so hidden within research methodology that only a careful decolonial mind can unmask and
reveal it. This task of decolonizing research methodology lies at the core of struggles for epistemic
freedom involving rethinking and unthinking dominant ways of producing knowledge. This short
article tackles the sacred cow of research methodology, which is often approached as though it is an
objective and technical issue of research procedures and technologies of gathering data, rather than
one which is very colonial and political, always shot through by complex questions of power, identity,
values, and ethics. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Developing Societies (Sage Publications Inc.) is the property of Sage Publications
Inc.
Kilian, A., et al. (2019). "Exploring the approaches of non-Indigenous researchers to Indigenous research: a
qualitative study." CMAJ Open 7(3): E504-E509.
Background: Given the history of unethical research in Indigenous communities, there is often
apprehension among Indigenous communities toward research carried out by non-Indigenous
researchers. We examined the approaches, experiences and motivations among non-Indigenous
researchers at a research-intensive Canadian university conducting research with Indigenous
communities to understand approaches to ethical research with Indigenous peoples. Methods: We
performed a critical constructivist qualitative study incorporating decolonizing methodologies. We
conducted semistructured interviews with 8 non-Indigenous University of Toronto researchers with a
research focus/interest related to Indigenous health between August and October 2017. The
interviews were transcribed and thematically analyzed through an iterative process. Shared
experiences among the researchers were arranged into primary themes. Results: We identified 4
primary themes related to the conduct of Indigenous research by non-Indigenous researchers: 1)
relationships with communities are foundational to the research process, 2) non-Indigenous
researchers experience a personal self-reflective journey grounded in reconciliation, allyship and
privilege, 3) accepted knowledge frameworks in Indigenous research are familiar to most but are
inconsistently applied and 4) institutions act as barriers to and facilitators of ethical conduct of
Indigenous research. Four core principles — relationships, trust, humility and accountability —
unified the primary themes. Interpretation: We identified strengths and areas for improvement of
current policies and practices in Indigenous research by non-Indigenous researchers. Although non-
Indigenous researchers value relationships, and their research is informed by Indigenous
knowledge, institutional barriers to implementing recommended elements exist, and certain policy
statements such as the Tri-Council Policy Statement 2 lack applicability to secondary data analysis
for some non-Indigenous researchers. [ABSTRACT FROM AUTHOR]
Copyright of CMAJ Open is the property of CMA Impact Inc.
Humberto Bejar, L. (2019). "INVESTIGACIÓN FORMATIVA: SUPERACIÓN DE LA COLONIZACIÓN EN
AMÉRICA LATINA." FORMATIVE RESEARCH: OVERCOMING COLONIZATION IN LATIN AMERICA.
10(1): 40-48.
Epistemological decolonization asks that the research be based on constructivist bases, that arising
from the historical, sociocultural reality so that the construction of knowledge with Latin American
identity allows the liberation of academic imperialism and the dignity of the human being.

28
Investigative intellectual colonialism has been installed in every corner of the university classrooms
of Latin America, hand in hand with capitalism that constrains the integrating view of research. The
debate on the contradiction between research training and research proper and both from the
influence of colonial knowledge based on scientist is addressed; compared to several authors, we
can see the tendency to rigidity of research. The objective is to value research training as transversal
to professional training; multiuniversity research is a daily activity that is assumed as a methodology
for the construction of decolonizing knowledge. It is noted that the investigative action arises from
the margins of society, to break the hegemony of ego-epistemological knowledge that allows to pass
to the valuation of the authentic and own, decoding and interpreting the signs and symbols of one's
culture, allowing a true intercultural dialogue. Research is a tool for the detachment of intellectual
colonialism. It is urgent that the students awaken and open the curtains to rediscover their reality and
establish an openness to what is different, to what is own, knowing researchers as a constant
formative dimension from the historical evolution. (English) [ABSTRACT FROM AUTHOR]
La decolonización epistemológica solicita que la investigación se asiente sobre bases constructivistas, que
surja de la realidad histórica, sociocultural para que la construcción del conocimiento con identidad
latinoamericana posibilite la liberación del imperialismo académico y la dignificación del ser humano.
El colonialismo intelectual investigativo se ha instalado en cada rincón de las aulas universitarias de
América Latina, de la mano del capitalismo que coarta la visión integradora de la investigación y
aborda el debate de la contradicción existente entre la formación investigativa y la investigación
propiamente dicha y ambas desde la influencia del conocimiento colonial con base cientista; que
cotejada desde diversos autores, se puede apreciar la tendencia a la rigidez de las investigaciones.
El objetivo es valorar a la formación investigativa como transversal a la formación profesional; la
investigación pluriuniversitaria es una actividad cotidiana que se asume como metodología para la
construcción del conocimiento descolonizador. Se constata que la acción investigativa surge desde
los márgenes de la sociedad, para romper la hegemonía del conocimiento ego-epistemológico que
permite pasar a la valoración de lo auténtico y lo propio, decodificando e interpretando los signos y
símbolos de la cultura propia, permitiendo un verdadero diálogo intercultural. (Spanish) [ABSTRACT
FROM AUTHOR]
Copyright of Journal of Alternative Perspectives in the Social Sciences is the property of Guild of
Independent Scholars
Humberto Bejar, L. (2019). "FORMATIVE RESEARCH: OVERCOMING COLONIZATION IN LATIN
AMERICA." INVESTIGACIÓN FORMATIVA: SUPERACIÓN DE LA COLONIZACIÓN EN AMÉRICA
LATINA. 10(2): 40-48.
Epistemological decolonization asks that the research be based on constructivist bases, that arising
from the historical, sociocultural reality so that the construction of knowledge with Latin American
identity allows the liberation of academic imperialism and the dignity of the human being.
Investigative intellectual colonialism has been installed in every corner of the university classrooms
of Latin America, hand in hand with capitalism that constrains the integrating view of research. The
debate on the contradiction between research training and research proper and both from the
influence of colonial knowledge based on scientist is addressed; compared to several authors, we
can see the tendency to rigidity of research. The objective is to value research training as transversal
to professional training; multiuniversity research is a daily activity that is assumed as a methodology
for the construction of decolonizing knowledge. It is noted that the investigative action arises from
the margins of society, to break the hegemony of ego-epistemological knowledge that allows to pass
to the valuation of the authentic and own, decoding and interpreting the signs and symbols of one's
culture, allowing a true intercultural dialogue. Research is a tool for the detachment of intellectual
colonialism. It is urgent that the students awaken and open the curtains to rediscover their reality and
establish an openness to what is different, to what is own, knowing researchers as a constant
formative dimension from the historical evolution. (English) [ABSTRACT FROM AUTHOR]
La decolonización epistemológica solicita que la investigación se asiente sobre bases constructivistas, que
surja de la realidad histórica, sociocultural para que la construcción del conocimiento con identidad
latinoamericana posibilite la liberación del imperialismo académico y la dignificación del ser humano.
El colonialismo intelectual investigativo se ha instalado en cada rincón de las aulas universitarias de

29
América Latina, de la mano del capitalismo que coarta la visión integradora de la investigación y
aborda el debate de la contradicción existente entre la formación investigativa y la investigación
propiamente dicha y ambas desde la influencia del conocimiento colonial con base cientista; que
cotejada desde diversos autores, se puede apreciar la tendencia a la rigidez de las investigaciones.
El objetivo es valorar a la formación investigativa como transversal a la formación profesional; la
investigación pluriuniversitaria es una actividad cotidiana que se asume como metodología para la
construcción del conocimiento descolonizador. Se constata que la acción investigativa surge desde
los márgenes de la sociedad, para romper la hegemonía del conocimiento ego-epistemológico que
permite pasar a la valoración de lo auténtico y lo propio, decodificando e interpretando los signos y
símbolos de la cultura propia, permitiendo un verdadero diálogo intercultural. (Spanish) [ABSTRACT
FROM AUTHOR]
Copyright of Journal of Alternative Perspectives in the Social Sciences is the property of Guild of
Independent Scholars
Higgins, M. and E.-J. A. Kim (2019). "De/colonizing methodologies in science education: rebraiding
research theory-practice-ethics with Indigenous theories and theorists." Cultural Studies of Science
Education 14(1): 111-127.
The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists
and theories with decolonizing science education research methodologies in mind. As a rejoinder to
Tracey McMahon, Emily Griese, and DenYelle Baete Kenyon's Cultivating Native American
scientists: An application of an Indigenous model to an undergraduate research experience, we
extend the notion of educationally centering Indigenous processes, pedagogies, and protocols by
considering methodology a site in which (neo-)colonial logics often linger. We suggest that
(re)designing methodology with Indigenous theorists and theories is an important act of resistance,
refusal, and resignification; we demonstrate this significance through braiding together narratives of
our engagement in this task and provide insights as to what is produced or producible. [ABSTRACT
FROM AUTHOR]
Esgin, T., et al. (2019). "Indigenous research methodologies: decolonizing the Australian sports sciences."
Health Promotion International 34(6): 1231-1240.
To design a questionnaire that would determine an Indigenous individual's perceptions of the
barriers and motivators to aerobic and anabolic exercise with a series of questions designed to elicit
the factors that impact uptake and retention of regular physical activity. For this purpose, a
questionnaire was designed to capture information relating to motivators and barriers, traditional
physical activities, preferred exercise environments, exercise goals and levels of commitment to
physical activity. This article does not report the results of the questionnaire itself but the preparation
that was required in order to develop it. Indigenous standpoint theory. Participatory Action Research.
A series of consultation meetings were arranged between the first author, a Noongar Aboriginal
researcher, with a range of people from the same Noongar community as the author to discuss
priorities and develop questions. The drafted questionnaire was shaped with continuous Noongar
community feedback to ensure the language, length and appropriateness of questions.
Questionnaire reliability was assessed using interclass correlation. Most questions had excellent
internal consistency. A consensus was reached on the utility of the questionnaire. The personal
contacts of the first author and nature of community involvement in the development of this
questionnaire were helpful in assuring that it would be an acceptable tool for the Noongar
community. The piloting of the questionnaire was also important in confirming its community
acceptability. This article provides a model and suggestions for researching physical activity and
exercise in a culturally safe manner. [ABSTRACT FROM AUTHOR]
Copyright of Health Promotion International is the property of Oxford University Press / USA
Delucia, C. (2019). "Materialities of Memory: Traces of Trauma and Resilience in Native and Colonial North
America." English Language Notes 57(2): 7-21.
Across the Northeast, Indigenous people and colonial New Englanders have fashioned myriad
expressions of memory that attest to certain versions of conflicted pasts. On one hand, colonial

30
remembrances of violence and upheaval are abundant and amply legible in local historical societies,
historical markers, family heirlooms, and many other forms of memorialization. Yet this seeming
abundance of memory arises from equally powerful kinds of forgetting: collective colonial amnesias
that endeavor to erase, sideline, overwrite, or delegitimize other dimensions of exceedingly complex
histories and conceptions of homelands. This essay adopts a fresh focus on Indigenous/colonial
remembrances through the lens of materiality, considering the wider historiographical and theoretical
implications of recentering tangible objects and landscapes as conduits connecting past, present,
and future. Physical objects interact with both mainstream and marginalized narratives in vital ways,
opening pathways for profoundly interdisciplinary, multimedia accountings of the nature and
changing forms of “memory” in early America. The essay reassesses a wooden pegboard from an
Anglo-American dwelling said to have survived an Indigenous attack during King Philip’s War (1675–
78). Using decolonizing methodologies, it conveys dramatically more complex conceptions of the
past—and of ongoing Indigenous presence and resilience—than stories devised and maintained by
Euro-American antiquarians have typically relayed. [ABSTRACT FROM AUTHOR]
Copyright of English Language Notes is the property of Duke University Press
Woldeyes, Y. G. and B. Offord (2018). "Decolonizing Human Rights Education: Critical Pedagogy Praxis in
Higher Education." International Education Journal: Comparative Perspectives 17(1): 24-36.
This article tackles specific issues that arise in teaching human rights in a Western academic
institution. As critical human rights scholars, we are concerned with a pedagogy of human rights that
gives respect to cultural diversity and the cross-cultural applicability of concepts and social issues in
ways that are not antithetical to the purpose of human rights itself. In the Australian context where
we are located both as human rights educators and immigrants, our approach depends on giving
critical attention to questions of colonialism and its aftermath; to how contemporary human rights are
understood across diverse cultures and subjectivities; and how to enable decolonizing
methodologies to ensure an ethical exchange and negotiation of human rights learning and teaching
in a higher education context. This approach is significant since contemporary Australia is an
immigrant nation, a settler colonial society that is located in the South and yet problematically
dominated by ontological and epistemological orientations towards the North. We argue that a critical
pedagogy of human rights involves a robust non-colonizing and ethical engagement that is both self-
reflexive and aware of complicit power relations. We seek to interrogate power as understood
through the relationship between lived experience, knowledge and education. In our article we
examine, through examples in our own teaching practice, how we seek to create and enable a
critical pedagogical space that allows such an ethical engagement to take place. [ABSTRACT FROM
AUTHOR]
Wallace, H. J., et al. (2018). "Body Mapping to Explore Reproductive Ethno-Physiological Beliefs and
Knowledge of Contraception in Timor-Leste." Qualitative health research 28(7): 1171-1184.
Maternal mortality remains a significant public health challenge for Timor-Leste. Although access to
quality family planning measures may greatly reduce such deaths, consideration of indigenous
perceptions, and how they influence reproductive health decision-making and behavior, is crucial if
health services are to provide initiatives that are accepted and helpful in improving reproductive
health outcomes. We aimed to demonstrate that body mapping is an effective method to traverse
language and culture to gain emic insights and indigenous worldviews. The authors' two qualitative
research projects (2013 and 2015) used a decolonizing methodology in four districts of Timor-Leste,
body mapping with 67 men and 40 women to illuminate ethno-physiology and indigenous beliefs
about conception, reproduction, and contraception. Body mapping provided a beneficial conduit for
identifying established indigenous reproductive perceptions, understandings, and vocabulary, plus
fears surrounding contraception. This may inform health service provision and engagement,
ultimately improving the reproductive health of community members. [ABSTRACT FROM AUTHOR]
Copyright of Qualitative Health Research is the property of Sage Publications Inc.
Wallace, H. J., et al. (2018). "Body mapping to explore reproductive ethno-physiological beliefs and
knowledge of contraception in Timor-Leste." Qualitative health research 28(7): 1171-1184.

31
Maternal mortality remains a significant public health challenge for Timor-Leste. Although access to
quality family planning measures may greatly reduce such deaths, consideration of indigenous
perceptions, and how they influence reproductive health decision-making and behavior, is crucial if
health services are to provide initiatives that are accepted and helpful in improving reproductive
health outcomes. We aimed to demonstrate that body mapping is an effective method to traverse
language and culture to gain emic insights and indigenous worldviews. The authors' two qualitative
research projects (2013 and 2015) used a decolonizing methodology in four districts of Timor-Leste,
body mapping with 67 men and 40 women to illuminate ethno-physiology and indigenous beliefs
about conception, reproduction, and contraception. Body mapping provided a beneficial conduit for
identifying established indigenous reproductive perceptions, understandings, and vocabulary, plus
fears surrounding contraception. This may inform health service provision and engagement,
ultimately improving the reproductive health of community members.
Sullivan, C. T. (2018). "Majesty in the city: experiences of an Aboriginal transgender sex worker in Sydney,
Australia." Gender, Place & Culture: A Journal of Feminist Geography 25(12): 1681-1702.
This paper explores the lived experiences of Majesty. She is transgender, a former sex worker, and
identifies as an Aboriginal Australian. Her status as a sex worker is embodied in both her previously
held male identity and her transgender identity, however it is her transgender identity which
challenges Majesty's own notions and ideas about sex and sex work. The lines between intimacy,
sex, and sex work are connected to Majesty's identities in ways that are both fluid and complex.
Drawing on Indigenous Standpoint Theory and trans geographies, this paper explores the tensions
and possibilities of including Indigenous trans voices to unsettle the white and heteronormative
thinking of sexually based services. In doing so, it complicates concepts of race, gender and
sexuality, contributing a narrative from Indigenous Standpoints that enrich the trans geography
literature. [ABSTRACT FROM AUTHOR]
Copyright of Gender, Place & Culture: A Journal of Feminist Geography is the property of Taylor & Francis
Ltd
Santana, C. R., et al. (2018). "Editorial." Australian Journal of Indigenous Education 47(1): iii-iv.
This special issue of the Australian Journal of Indigenous Education , titled ‘South-South Dialogues:
Global Approaches to Decolonial Pedagogies’, aims to contribute to the field of Australian
Indigenous Studies and Education by further diversifying the perspectives, conversations and
conceptual tools to engage with Indigenous pedagogies. Through a south-south conversational and
conceptual approach, this special issue expands the conversation of Indigenous pedagogies
internationally and conceptually from a global south location. At the same time, this special issue
means to be a re-iteration of the first ‘South-South Dialogues: Situated Perspectives in Decolonial
Epistemologies’ conference held in November 2015 at The University of Queensland, Brisbane,
which displayed a south-south conversation lead by local and global Indigenous perspectives. This
special issue further theorises what many local and global scholars view as implied in Indigenous
education: that the mainstream field of education can be re-examined using a decolonial viewpoint,
one that is led by the views of Indigenous peoples and people of colour from the ‘global south’. This
issue also responds to a re-awakening of decolonial theories that have been embodied in ‘Southern
Theory’ (Connell, <xref>2007</xref>), Indigenous Standpoint Theory (Nakata, <xref>2007</xref>),
coloniality/decoloniality (see, for instance, Maldonado-Torres, <xref>2007</xref>), among others that
continue to re-examine the conditions in which colonisation continues to be epistemologically
exerted and continue to propose ways to contest it. This re-invigorated conversation is one that can
be addressed by a genuinely horizontal intercultural dialogue lead by the southern perspectives. This
was, one way or another, what was observed and lived in the ‘South-South Dialogues’ conference
that felt like the starting point of a newer form of knowledge production and pedagogy. [ABSTRACT
FROM AUTHOR]
942 912 68

32
Pirayesh, B. (2018). "A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social
Justice Paradigm."
Much attention has been given to 'bridging the gap' between research and practice since
neuroscience research first made claim to its potential impact in classrooms. With the inception of
mind, brain, and education (MBE) as a new interdisciplinary field, an unprecedented opportunity to
explore the educational implications of new research coming out of neuroscience has presented
itself. And yet, the gap between research and practice persists while new problems arise as
education looks to brain science for answers with ongoing social and academic difficulties faced by
students. A critical bicultural methodology, grounded in a decolonizing interpretive approach, is
utilized to interrogate the field of MBE in order to shed light on the epistemological power dynamics
and social justice issues that inform the field. By examining the historical, philosophical, economic,
and ideological roots of neuroscience and education, a colonizing epistemology and hidden
curriculum of inequality is revealed. The lack of awareness of how MBE, if left unexamined, will
continue to fall short of the democratic and socially just goals of education is also addressed. The
argument made is that there exists an abyssal divide within the field that epistemologically privileges
neuroscience with its reductionist, Eurocentric, and positivist discourse. The case is made that the
field must move toward an itinerant position that honors hierarchical dialogue and praxis, and places
the voices, scholarship, and values of educators and students at the forefront of this educational
movement, in order to close the gap between research and practice in emancipatory ways.
(Reproduced with permission of ProQuest LLC.)
Moeke-Maxwell, T., et al. (2018). "Toku toa, he toa rangatira: A qualitative investigation of New Zealand
Māori end-oflife care customs." International Journal of Indigenous Health 13(2): 30-46.
Informal end-of-life caregiving will increase over the next 30 years in line with the anticipated
increase in older Māori deaths. Of concern, New Zealand's neo-colonial trajectory of loss of lands,
cultural disenfranchisement, urban migration, ethnic diversity, global diaspora and changing whānau
(family, including extended family) compositions has restricted some Indigenous whānau from
retaining their end-of-life care customs. This article reports on a qualitative pilot study on Māori
whānau end-of-life care customs undertaken to explore how those care customs contribute towards
strengthening whānau resilience and bereavement. Five whānau, including 13 individuals from
diverse iwi (tribes), took part in one of six face-to-face interviews. Kaupapa Māori research methods
informed the analysis. The findings report a high level of customary caregiving knowledge among
older whānau carers as well as a cohesive whānau collective support system for this group. Tribal
care customs were handed down via 1) enculturation with tribal principles, processes and practices,
2) observing kaumātua processes and practices, and 3) being chosen and prepared for a specific
care role by kaumātua. Younger participants had strong cultural care values but less customary care
knowledge. The pilot concluded the need for a larger systematic qualitative study of Māori tikanga
(customs) and kawa (guidelines) as well as the development of participant digital stories to support a
free online educational resource to increase understanding among whānau, indigenous communities
and the health and palliative care sectors. Indigenous suicide, Indigenous suicide prevention;
Indigenous mental health; Critical suicidology; Indigenous youth suicide; Decolonizing
methodologies; Suicidology; First Nations; Aboriginal; Indigenous health; Social determinants of
health. [ABSTRACT FROM AUTHOR]
Health
McGregor, H. E., et al. (2018). "Braiding Designs for Decolonizing Research Methodologies: Theory,
Practice, Ethics." Reconceptualizing Educational Research Methodology 9(2): 1-21.
Describing methodological design in decolonizing research as the intersection of theory, practice,
and ethics, we share four focused micro-stories from our respective research projects. The metaphor
of braiding represents the methodological design process within each of our research stories,
significantly influenced by Dwayne Donald's (2012) Indigenous métissage. Heather grapples with
notions of reciprocity, Brooke considers the role of place in the construction of teacher identity, Marc
engages with reworking photovoice, and Julia brings relationships with plants into her

33
methodological design. Intentionally interrupting each other and ourselves, we feature the moments
and movements of research design that are iterative, recursive, messy, and sometimes stuck, in
contrast to the linear, untainted and dogmatic methodologies that assert themselves around us.
Meanings and relationships may be produced in braiding our micro-stories together, exceeding what
might be possible if they were presented separately. Readers may be invited into imagining the
design of decolonizing methodologies beyond those we enacted. [ABSTRACT FROM AUTHOR]
Hallett, V. S. (2018). "Reading (for) Decolonization: Engaging With Life Writing in Labrador’s Them Days
Magazine." Cultural Studies/Critical Methodologies 18(5): 326-338.
Them Days magazine is a quarterly publication that has been dedicated to preserving the history
and culture of Labrador for the past 42 years. It is created in Happy Valley-Goose Bay, Labrador, in
the mainland portion of the province of Newfoundland and Labrador. This article outlines a
methodology of faithful feminist witnessing that is used to engage the Indigenous and non-
Indigenous stories contained in Them Days and the story of Them Days itself. This methodology
utilizes decolonizing, postcolonial, and feminist life-writing theories, and is guided by decolonial
attitude, which the author argues is demonstrated in the magazine’s founding principles and
continuing work. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies/Critical Methodologies is the property of Sage Publications Inc.
Gerlach, A. (2018). "Thinking and Researching Relationally: Enacting Decolonizing Methodologies With an
Indigenous Early Childhood Program in Canada." International Journal of Qualitative Methods 17(1): 1-8.
Decolonizing methodologies are gaining increasing prominence in diverse research contexts in
which Indigenous peoples are researchers, research partners, participants, and knowledge users. As
political and intellectual allies committed to actively resisting and redressing the colonizing potential
of research and advancing social change, non-Indigenous scholars are also enacting decolonizing
methodologies. By drawing on the author's experiences as a non-Indigenous researcher partnering
with an Indigenous early childhood program in Canada, this article illustrates the interconnected
ways in which relationality provides the necessary epistemological scaffolding to actualize the
underlying motives, concerns, and principles that characterize decolonizing methodologies.
Relationality draws attention to the multiple intersecting influences that shape research and
knowledge itself, emphasizes reciprocity, and is compatible with many Indigenous worldviews. This
article contributes toward the ongoing international dialogue about decolonizing methodologies and
is directed primarily to non-Indigenous researchers and graduate students who are questioning how
to "do" community-based decolonizing research involving Indigenous peoples. [ABSTRACT FROM
AUTHOR]
Gaudet, J. C. (2018). "Keeoukaywin: The Visiting Way--Fostering an Indigenous Research Methodology."
Aboriginal Policy Studies 7(2): 47-64.
Decolonizing research methodologies are increasingly at the forefront of research with, for, and by
Indigenous people. This paper highlights an Indigenous research methodology that emerged from
my relationship with the Omushkego people, the Moose Cree First Nation (Moose Factory, Ontario,
Canada), during my doctoral research. It presents a decolonizing process of doing research, with a
specific research aim of drawing links between land-based pedagogy and milo pimatisiwin (the good
life). Through this process, the community and my own experience led me to remember, reclaim,
and regenerate what I came to recognize as keeoukaywin, the Visiting Way methodology. With
relationality at its core, keeoukaywin recentres Métis and Cree ways of being, and presents a
practical and meaningful methodology that fosters milo pimatisiwin, living and being well in relation.
This article shows how an Indigenous research methodology inspires social values, kinship, an
understanding of women's contribution, and self-recognition in relation to the land, history,
community, and values. Such a methodology further unsettles historical hierarchies of knowledge
and inaccuracies about Indigenous peoples' ways of being, knowing, and doing. [ABSTRACT FROM
AUTHOR]
Copyright of Aboriginal Policy Studies is the property of University of Alberta, Faculty of Native Studies

34
Fitzpatrick, E. (2018). "A Story of Becoming: Entanglement, Settler Ghosts, and Postcolonial
Counterstories." Cultural Studies/Critical Methodologies 18(1): 43-51.
“Ūkaipo,” she tells me. “Your place of contentment.” And there it is—a gift. The gift of a word to story
my “belonging” to my place. The gift from my friend, a Māori scholar. The gift of an indigenous Māori
word to a Pākehā, the descendent of a colonial New Zealander. I receive this gift as a taonga, a
treasure. As a critical autoethnography, this article demonstrates the process of layering the
personal story alongside the wider historical and social story, and alongside stories of other peoples,
through a Critical Family History. As a strategy of decolonization, the stories are interrogated using
critical theory. Cognizant of Smith’s seminal work on decolonizing methodologies, this work
illuminates the power dynamics embedded in my family stories and indigenous stories and histories
are central to the work. I create a factionalized script drawing on data generated through my critical
family history research to provide a coherent story and generate the conditions for deep emotional
understandings. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies/Critical Methodologies is the property of Sage Publications Inc.
Elder, B. C. and K. O. Odoyo (2018). "Multiple methodologies: using community-based participatory
research and decolonizing methodologies in Kenya." International Journal of Qualitative Studies in
Education (QSE) 31(4): 293-311.
In this project, we examined the development of a sustainable inclusive education system in western
Kenya by combining community-based participatory research (CBPR) and decolonizing
methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive
education, participants explained what they saw as foundational components of how to create more
inclusive primary school classrooms utilizing existing school and community resources. The
combination of CBPR and decolonizing methodologies, along with other project factors ultimately led
to more inclusive placements for primary students with disabilities. We highlight this increase
enrollment of students with disabilities in primary schools with excerpts from qualitative interviews
with participants. In addition to the increase of the number of students with disabilities accessing
schools for the first time, we found many methodological tensions inherent in this research. Such
challenges included: researcher positionality, researcher outsider status, decolonizing approaches to
language, and disseminating results in meaningful, ethical, and culturally appropriate ways.
Copyright of International Journal of Qualitative Studies in Education (QSE) is the property of Routledge
Bloch, L. (2018). "Tales of Esnesv: Indigenous Oral Traditions about Trader-Diplomats in Ancient
Southeastern North America." American Anthropologist 120(4): 781-794.
Material assemblages excavated from sites across eastern North America indicate the existence of
ancient exchange networks that once spanned from the Gulf Coast to the Great Lakes and from the
Atlantic to the Ozarks. Yet identifying specific mechanisms of trade is more difficult. This article
investigates oral traditions about esnesv—persons who acted as travelers, traders, diplomats, and
acolytes—told in a Native American community in the US South whose members identify as of
Muskogee (Creek) ancestry. Esnesv traveled great distances, enjoyed impunity in enemy territories,
facilitated exchanges of knowledge and materials with important celestial qualities, and mediated
peacemaking between peoples. Esnesv stories provide Indigenous perspectives on ancient
exchange and diplomacy practices as a historically particular and archaeologically viable alternative
to elite-controlled trade models. These stories describe trade goods that are simultaneously of earth
and sky, furthering archaeological understandings of landscape and cosmology by rethinking
difference, distance, and materiality. Esnesv threaded earthly fragments of the sky and Milky Way
through peoples' relationships with foreign others, making exchange and peace within a world of
roads connecting diverse, place-based lifeways. In doing so, they rebalanced the world, facilitating
circulations of mobile landscapes and cosmic substances that generated new connectivities and
ways of being. [oral traditions, exchange, decolonizing methodologies, Native American and
Indigenous peoples, North America] (English) [ABSTRACT FROM AUTHOR]

35
RESUMEN: Los ensamblajes materiales excavados de sitios a través de Norteamérica oriental indican la
existencia de redes antiguas de intercambio que una vez se extendieron desde la costa del Golfo a
los Grandes Lagos y desde el Atlántico a los Ozarks. Sin embargo, identificar mecanismos
específicos de comercio es más difícil. Este artículo investiga tradiciones orales acerca de los
esnesv —personas quienes actuaron como viajeros, comerciantes, diplomáticos y guardianes de la
cultura— contadas en una comunidad indígena americana en el Sur de Estados Unidos cuyos
miembros se identifican como de ascendencia Muskogee (Creek). Los esnesv viajaron grandes
distancias, disfrutaron impunidad en territorios enemigos, facilitaron intercambios de conocimiento y
materiales con cualidades celestiales importantes, y mediaron negociaciones de paz entre los
pueblos. Las historias de los esnesv proveen perspectivas indígenas sobre prácticas de intercambio
y diplomacia antiguas como una alternativa históricamente particular y arqueológicamente viable a
modelos de comercio controlados por la élite. Estas historias describen el comercio de bienes que
son simultáneamente de la tierra y del cielo, fomentando entendimientos arqueológicos del paisaje y
la cosmología al repensar la diferencia, la distancia y la materialidad. Los esnesv enhilaron
fragmentos terrenales del cielo y de la Vía Láctea a través de las relaciones de personas con otros
de fuera, haciendo intercambios y la paz dentro de un mundo de caminos conectando formas de
vida diversas, basadas en lugar. Al hacerlo de este modo, ellos reequilibraron el mundo, facilitando
circulaciones de paisajes móviles y sustancias cósmicas que generaron conectividades y maneras
de ser nuevas. [tradiciones orales, intercambio, metodologías descolonizadoras, pueblos
americanos nativos e indígenas, Norteamérica] (Spanish) [ABSTRACT FROM AUTHOR]
Copyright of American Anthropologist is the property of Wiley-Blackwell
Arsenault, R., et al. (2018). "Shifting the Framework of Canadian Water Governance through Indigenous
Research Methods: Acknowledging the Past with an Eye on the Future." Water (20734441) 10(1): 49.
First Nations communities in Canada are disproportionately affected by poor water quality. As one
example, many communities have been living under boil water advisories for decades, but
government interventions to date have had limited impact. This paper examines the importance of
using Indigenous research methodologies to address current water issues affecting First Nations.
The work is part of larger project applying decolonizing methodologies to Indigenous water
governance. Because Indigenous epistemologies are a central component of Indigenous research
methods, our analysis begins with presenting a theoretical framework for understanding Indigenous
water relations. We then consider three cases of innovative Indigenous research initiatives that
demonstrate how water research and policy initiatives can adopt a more Indigenous-centered
approach in practice. Cases include (1) an Indigenous Community-Based Health Research Lab that
follows a two-eyed seeing philosophy (Saskatchewan); (2) water policy research that uses collective
knowledge sharing frameworks to facilitate respectful, non-extractive conversations among Elders
and traditional knowledge holders (Ontario); and (3) a long-term community-based research initiative
on decolonizing water that is practicing reciprocal learning methodologies (British Columbia,
Alberta). By establishing new water governance frameworks informed by Indigenous research
methods, the authors hope to promote innovative, adaptable solutions, rooted in Indigenous
epistemologies. [ABSTRACT FROM AUTHOR]
Copyright of Water (20734441) is the property of MDPI
Arnold, J. (2018). "Canadian and Australian First Nations: Decolonising knowledge." International Journal of
Critical Indigenous Studies 11(1): 1-18.
This article explores Indigenous standpoint theory in Australia in the context of postcolonialism and
some of its aspects influencing Canadian First Nations scholarship. I look at how cultural
metanarratives are ideologically informed and act to lock out of scholarship other ways of knowing,
being and doing. I argue that they influence knowledge and education so as to ratify Eurowestern
dominant knowledge constructs. I develop insights into redressing this imbalance through advocating
two-way learning processes for border crossing between Indigenous axiologies, ontologies and
epistemologies, and dominant Western ones. In doing so, I note that decolonisation of knowledge
sits alongside decolonisation itself but has been a very slow process in the academy. I also note that
this does not mean that decolonisation of knowledge is always necessarily an oppositional process

36
in scholarship, proposing that practice-led research (PLR) provides one model for credentialling
Indigenous practitioner-knowledge within scholarship. The article reiterates the position of alienation
in their own lands that such colonisation implements again and in an influential and ongoing way.
The article further proposes that a PhD by artefact and exegesis based on PLR is potentially an
inclusive model for First Nations People to enter into non-traditional research within the academy.
Copyright of International Journal of Critical Indigenous Studies is the property of International Journal of
Critical Indigenous Studies
Redman-MacLaren, M., et al. (2017). "Implications of male circumcision for women in Papua New Guinea: a
transformational grounded theory study." BMC Women's Health 17: 1-10.
<bold>Background: </bold>Male circumcision reduces the risk of female-to-male transmission of
human immunodeficiency virus (HIV) and is being explored for HIV prevention in Papua New Guinea
(PNG). PNG has a concentrated HIV epidemic which is largely heterosexually transmitted. There are
a diverse range of male circumcision and penile modification practices across PNG. Exploring the
implications of male circumcision for women in PNG is important to inform evidence-based health
policy that will result in positive, intended consequences.<bold>Methods: </bold>The
transformational grounded theory study incorporated participatory action research and decolonizing
methodologies. In Phase One, an existing data set from a male circumcision study of 861 male and
519 female participants was theoretically sampled and analyzed for women's understanding and
experience of male circumcision. In Phase Two of the study, primary data were co-generated with 64
women in seven interpretive focus group discussions and 11 semi-structured interviews to develop a
theoretical model of the processes used by women to manage the outcomes of male circumcision. In
Phase Three participants assisted to refine the developing transformational grounded theory and
identify actions required to improve health.<bold>Results: </bold>Many women know a lot about
male circumcision and penile modification and the consequences for themselves, their families and
communities. Their ability to act on this knowledge is determined by numerous social, cultural and
economic factors. A transformational grounded theory was developed with connecting categories of:
Women Know a Lot, Increasing Knowledge; Increasing Options; and Acting on Choices. Properties
and dimensions of each category are represented in the model, along with the intervening condition
of Safety. The condition of Safety contextualises the overarching lived realty for women in PNG,
enables the inclusion of men in the transformational grounded theory model, and helps to explain
relationships between men and women. The theory presents the core category as Power of
Choice.<bold>Conclusions: </bold>This transformational grounded theory provides a means to
explore how women experience male circumcision and penile modification in PNG, including for HIV
prevention. Women who have had opportunities for education have a greater range of choices and
an increased opportunity to act upon these choices. However, women can only exercise their power
of choice in the context of safety. The concept of Peace drawn from the Social Determinants of
Health is applied in order to extend the explanatory power of the transformational grounded theory.
This study shows that women's ambivalence about male circumcision is often related to lack of
safety, a consequence of gender inequality in PNG. [ABSTRACT FROM AUTHOR]
Copyright of BMC Women's Health is the property of BioMed Central
Pedro, T. S. and V. Kinloch (2017). "Toward Projects in Humanization: Research on Co-Creating and
Sustaining Dialogic Relationships." American Educational Research Journal 54: 373S-394S.
In this article, we argue that co-constructing knowledge, co-creating relationships, and exchanging
stories are central to educational research. Relying on humanizing and Indigenous research
methods to locate relational interactions in educational research allows us to engage in
transformative praxis and storying, or Projects in Humanization (PiH). We contend that PiH focus on
the creation and sustenance of relationships; the human capacity to listen to, story with, and care
about each other; and the establishment of more inclusive, interconnected, and decolonizing
methodologies that disrupt systemic inequalities found in Western constructs of educational
research. More specifically, in this article, we rely on research vignettes to argue for a necessary
commitment that researchers must have to sustain, extend, and revitalize the richness of the

37
languages, literacies, histories, cultures, and stories of and by those with whom they work.
Mlcek, S. (2017). "Decolonizing methodologies to counter ‘minority’ spaces." Continuum: Journal of Media &
Cultural Studies 31(1): 72-92.
Māori living in Āotearoa New Zealand are strongly connected to their communities, through woven
threads of genealogy [whakapapa], spirituality [wairua], language regeneration [Te Kōhanga Reo,
and Kura Kaupapa Māori movements] and a distinctive Treaty of Waitangi [Te Tiriti ō Waitangi]
legacy that informs relationships, expectations and guidance from past and future generations.
These are part of a holistic orientation towards the force of communities and family [whānau] being
able to sustain individuals-within-community. For example, utilizing whakapapa (connected layering)
is about engaging in the narrative of what it means to be Māori; a stabilizing cultural identity that
many non-Māori [Pākehā] find challenging to understand. Abroad, Māori are still a ‘minority culture’
as they are in NZ, and they often find themselves dispersed from the major forces of the above
connectedness and unique epistemological tradition. There are touchstones to place and Indigeneity
that become even more significant as they provide a means to resist the bifurcation of the self from
the environment, and the individual construct from the collective. They become a crucial part of
countering the diasporic anomie of being ‘away from home’. Being a member of the Māori diaspora
living in Australia, I use an auto-ethnographic lens to undertake a profound decolonizing
methodology in naming stories from the present and privileging stories from the past, in order to
deliberately reclaim heritage. [ABSTRACT FROM PUBLISHER]
Copyright of Continuum: Journal of Media & Cultural Studies is the property of Routledge
Hajibayova, L. and W. Buente (2017). "Representation of indigenous cultures: considering the Hawaiian
hula." Journal of Documentation 73(6): 1137-1148.
Purpose The purpose of this paper is to explore the representation of Kanaka Maoli (Hawaiian) Hula
Dance in traditional systems of representation and organization.Design/methodology/approach This
exploratory study analyzes the controlled and natural language vocabularies employed for the
representation and organization of Hawaiian culture, in particular Hawaiian hula. The most widely
accepted and used systems were examined: classification systems (Library of Congress
Classification and Dewey Decimal Classification), subject heading systems (Library of Congress
Subject Headings and authority files (Library of Congress and OCLC Authority Files), and citation
indexing systems (Web of Science Social Sciences and Art and Humanities databases).Findings
Analysis of various tools of representation and organization revealed biases and diasporization in
depictions of Hawaiian culture. The study emphasizes the need to acknowledge the aesthetic
perspective of indigenous people in their organization and presentation of their own cultural
knowledge and advocates a decolonizing methodology to promote alternative information structures
in indigenous communities.Originality/value This study contributes to the relatively limited
scholarship on representation and organization for indigenous knowledge organization systems, in
particular Hawaiian culture. Research suggests that access to Native Hawaiian cultural heritage will
raise awareness among information professionals in Hawai’i to the beauty of Native Hawaiian
epistemology. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Documentation is the property of Emerald Publishing Limited
Fortier, C. (2017). "Unsettling Methodologies/Decolonizing Movements." Journal of Indigenous Social
Development 6(1): 20-36.
As movements for social justice within settler colonial states like Canada and the United States
begin to centralize Indigenous struggles for sovereignty as foundational to liberation, non-Indigenous
movement participants are challenged to contend with what it means to decolonize within their
respective movements. This article explores the potential to engage in decolonizing research
methodologies among non-Indigenous anti-authoritarian activist groups. Based on an ethnographic
and qualitative research with activists, this paper highlights three core themes emerging out of an
attempt to assert a decolonizing methodological approach to research in non- Indigenous activist

38
communities, including: identity and belonging, accountability and consent, and responsibility and
appropriation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Indigenous Social Development is the property of Journal of Indigenous Social
Development
Durey, A., et al. (2017). "Oral Health in Young Australian Aboriginal Children: Qualitative Research on
Parents' Perspectives." JDR clinical and translational research 2(1): 38-47.
Despite dedicated government funding, Aboriginal Australians, including children, experience more
dental disease than other Australians, despite it being seen as mostly preventable. The ongoing
legacy of colonization and discrimination against Aboriginal Australians persists, even in health
services. Current neoliberal discourse often holds individuals responsible for the state of their health,
rather than the structural factors beyond individual control. While presenting a balanced view of
Aboriginal health is important and attests to Indigenous peoples' resilience when faced with
persistent adversity, calling to account those structural factors affecting the ability of Aboriginal
people to make favorable oral health choices is also important. A decolonizing approach informed by
Indigenous methodologies and whiteness studies guides this article to explore the perceptions and
experiences of Aboriginal parents ( N = 52) of young children, mainly mothers, in Perth, Western
Australia, as they relate to the oral health. Two researchers, 1 Aboriginal and 1 non-Aboriginal,
conducted 9 focus group discussions with 51 Aboriginal participants, as well as 1 interview with the
remaining individual, and independently analyzed responses to identify themes underpinning barriers
and enablers to oral health. These were compared, discussed, and revised under key themes and
interpreted for meanings attributed to participants' perspectives. Findings indicated that oral health is
important yet often compromised by structural factors, including policy and organizational practices
that adversely preclude participants from making optimal oral health choices: limited education about
prevention, prohibitive cost of services, intensive marketing of sugary products, and discrimination
from health providers resulting in reluctance to attend services. Current government intentions center
on Aboriginal-non-Aboriginal partnerships, access to flexible services, and health care that is free of
racism and proactively seeks and welcomes Aboriginal people. The challenge is whether these good
intentions are matched by policies and practices that translate into sustained improvements to oral
health for Aboriginal Australians. Knowledge Transfer Statement: Slow progress in reducing
persistent oral health disparities between Aboriginal and non-Aboriginal Australians calls for a new
approach to this seemingly intractable problem. Findings from our qualitative research identified that
structural factors-such as cost of services, little or no education on preventing oral disease, and
discrimination by health providers-compromised Aboriginal people's optimum oral health choices and
access to services. The results from this study can be used to recommend changes to policies and
practices that promote rather than undermine Aboriginal health and well-being and involve Aboriginal
people in decisions about their health care.
de Leeuw, S. and M. Greenwood (2017). "Turning a new page: cultural safety, critical creative literary
interventions, truth and reconciliation, and the crisis of child welfare." AlterNative: An International Journal of
Despite the recent Truth and Reconciliation Report in Canada, rates of Indigenous children being
apprehended by the state remain disproportionality high when compared to non-Indigenous children.
Starting with a critical decolonizing methodology, this article charts connections between historic and
contemporary settler-colonial state interventions into lives and places of Indigenous families. We
interrogate resiliencies of false settler-state logics based on "for their own good" logics about
Indigenous peoples. We then turn to the recent ascendance of cultural safety, considering the
concept's positive possibility, and potential limitations, with reference to child-welfare and
apprehension of Indigenous children. Finally, based on established evidence that child welfare is a
crucial determinant of broader Indigenous health and well-being, the article concludes with thoughts
about how those working with settler-colonial state apparatuses might achieve culturally safe
engagements with Indigenous cultures in the contemporary colonial present. Our solutions are
located in literary arts, where the article begins. [ABSTRACT FROM AUTHOR]

39
Inc.
Bell, E., et al. (2017). "Methodology-as-Technique and the Meaning of Rigour in Globalized Management
Research." British Journal of Management 28(3): 534-550.
This paper analyses the genre of 'methodology-as-technique', which we suggest provides the
underpinning logic for a particular conception of scientific rigour that is increasingly regarded as
normal in globalized management research. Based on a qualitative interview study of management
researchers in the peripheral context of India, we associate the methodology-as-technique genre
with social scientific methods of organizing, conducting and disseminating knowledge founded on
Western neo-imperialism and colonialism. Our analysis draws attention to the consequences of the
genre of methodology-as-technique which relate to a narrowing and displacement of research goals,
erasure of context, and devaluation and marginalization of alternatives. By providing insight into how
methodology-as-technique comes to dominate in peripheral locations such as India, we suggest that
these normative constraints also present an opportunity for denaturalization, by making what is
increasingly seen as normal appear alien or strange. We conclude by arguing that countering
restrictive definitions of rigour in management research relies on development of a more expansive
and inclusive conception of the global that fosters indigenous ways of knowing and promotes
decolonizing methodologies. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Management is the property of Wiley-Blackwell
Antoine, D. (2017). "Pushing the Academy: The Need for Decolonizing Research." Canadian Journal of
Communication 42(1): 113-119.
With renewed interest for research involving Indigenous peoples, nations, and communities following
the height of the Idle No More movement and, more recently, the release of the Indian Residential
School Truth and Reconciliation Commission's final report, this research in brief argues that there is
a need for researchers to recognize the history of the Western academy's relationship with
Indigenous peoples and its legacy of contributing to colonization. As a result, communication
scholarship should seek to embrace and even privilege Indigenous knowledges in research, when
appropriate, and accept research goals of Indigenous social justice based on decolonizing
methodologies. The collaborative nature of research means that there is ample opportunity to speak
up when research fails to include Indigenous ways of knowing. (English) [ABSTRACT FROM
AUTHOR]
À la suite du mouvement Idle No More et, plus récemment, de la publication du rapport final de la
Commission de vérité et réconciliation du Canada sur les écoles résidentielles autochtones, on
remarque un intérêt renouvelé pour la recherche sur les peuples, nations et communautés
autochtones. Dans ce contexte, ce Coup d'œil sur la recherche soutient que les chercheurs ont
besoin de mieux reconnaître l'histoire de la relation entre les peuples autochtones et l'université
occidentale et la participation de celle-ci à leur colonisation. Dans les circonstances, la recherche en
communication devrait chercher à inclure et même privilégier les savoirs autochtones quand il est
pertinent de le faire, et accepter les objectifs visés par la justice sociale autochtone fondée sur des
méthodologies décolonisatrices. La nature collaborative de la recherche est telle qu'il y a maintes
occasions où l'on pourrait intervenir aux moments où celle-ci oublie les modes d'apprentissage
autochtones. (French) [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of Communication is the property of University of Toronto Press
West, P. (2016). "An Anthropology for ‘the Assemblage of the Now’." Anthropological Forum 26(4): 438-445.
The article offers the author's insights on the social aspects of environmental conservation. Topics
mentioned include the relations of environmental politics and indigenous people, the prevention of
climatic changes, and the social aspects of liberalism. Also mentioned are the book "Decolonizing
Methodologies: Research and Indigenous Peoples," by Linda Tuhiwai Smith and the conservation
project for the environment.

40
Seet, P.-S., et al. (2016). "Meaningful Careers: Employment Decisions Among Indigenous Art Centre
Workers in Remote Australia." Academy of Management Annual Meeting Proceedings 2016(1): 1-1.
This study investigates the reasons behind why Indigenous workers decide to work or leave their
positions in Indigenous art centres in remote areas of Australia. This has significance for
management, in helping motivate Indigenous workers in terms of economic participation in highly
remote areas and thereby "closing the gap" in terms of socio-economic disadvantage. It contributes
to theory by integrating social exchange theory and indigenous standpoint theory by examining the
factors behind labour force participation among Indigenous Australians in these art centres through
an Indigenous epistemological approach. This was a qualitative study primarily using structured in-
depth interviews of 24 Indigenous art centre workers working in art centres in remote Australia. The
study adds to the few field studies that have investigated issues related to recruitment and retention
of Indigenous workers in the creative arts sector in remote areas by exploring the views of
Indigenous arts practitioners at the grass roots level which has had limited research to date. It
contributes to the literature by extending and interpreting social exchange theory from a more
culturally specific Indigenous interpretive perspective that also incorporates the context of their
remote communities in understanding career deliberations, an aspect that has not traditionally been
studied. [ABSTRACT FROM AUTHOR]
Copyright of Academy of Management Annual Meeting Proceedings is the property of Academy of
Management
Sandoval, C. D. M., et al. (2016). "ANCESTRAL KNOWLEDGE SYSTEMS." AlterNative: An International
Journal of Indigenous Peoples 12(1): 18-31.
Building on the seminal work of Linda T. Smith in decolonizing research methodologies, this paper
introduces Ancestral Knowledge Systems (AKS) as a conceptual framework for social science
research methodologies. We use autoethnography and critical self-reflection throughout the article to
make visible the components of AKS. First, we lay out the context in which AKS was re-created after
a doctoral course on decolonizing research methodologies. We unpack internalized colonization to
address the need to go beyond identity politics and towards AKS thinking as an approach to promote
a multiplicity of knowledge systems. Next, we discuss family epistemologies and collective memories
as methods for reconnecting accountability systems to ancestral homeland(s). Finally, we discuss
our visions for AKS across learning ecologies. The scholarly significance of our research is twofold:
(1) it develops a framework for critical introspection and connectivity for decolonizing research, and
(2) it promotes a multiplicity of knowledge systems in the academy. [ABSTRACT FROM AUTHOR]
Inc.
Johnson, P. R. (2016). "Indigenous Knowledge Within Academia: Exploring the Tensions That Exist
Between Indigenous, Decolonizing, and Nêhiyawak Methodologies." Totem: The University of Western
Ontario Anthropology Journal 24(1): 44-61.
Over the last few decades the rewriting of Indigenous knowledge and history has been discussed,
debated, and rewritten through the fields of Anthropology, History, and First Nation Studies, to name
a few. One of the main tensions that exists in this reclamation process is the differences between
Indigenous and Western methodological approaches. However, it has yet to be put forward as to
what are the tensions that exist within Indigenous methodologies and their practice. This paper will
bring forward three methodological approaches utilized within research for and by Indigenous
peoples, as we examine how Indigenous, Decolonizing, and Nêhiyawak methodologies challenge
and support one another, and how in order to conduct research, specific views must be taken into
account to give a better understanding of the philosophical and spiritual foundations in which the
research is situated. Specifically, the article will assess what are Indigenous, Decolonizing, and
Nêhiyawak methodologies and why there is a need to incorporate specific methodological
approaches dependent on the research in question. Yet, in order to understand the importance and
relevance of these differing approaches to find knowledge, we must first discuss how early research
and ethics impacted what we know about Indigenous peoples and their way of life. I focus on

41
Nêhiyawak methodologies in particular as a member of the Nêhiyaw Nation in the territory of
Maskwacîs. [ABSTRACT FROM AUTHOR]
Copyright of Totem: The University of Western Ontario Anthropology Journal is the property of University of
Western Ontario
Hernandez, K. (2016). "Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service
Learning Pedagogy."
The notion of service has enjoyed historical longevity--rooted deeply within our institutions (i.e.,
churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely
questioned as a colonizing practice that upholds oppression. Given the relentless insertion of service
learning programs into working class communities, the sacrosanctity awarded and
commonsensically given to service is challenged and understood within its colonial, historical,
philosophical, economic, and ideological machinations. This political confrontation of service learning
practices serves to (a) critique the dominant epistemologies that reproduce social inequalities within
the context of service learning theory and practice; and (b) move toward the formulation of a critical
bicultural service learning theory and critical principles, in line with the humanizing and emancipatory
intent of a critical decolonizing pedagogical practice. This dissertation is deeply influenced by the
writings of Brazilian educational philosopher Paulo Freire and critical activist scholar Antonia Darder,
among others, and incisively examines and critiques service learning through critical bicultural
pedagogy and critical decolonizing interpretive methodology. As a radical political project, Darder's
decolonizing interpretive theoretical framework provides an opportunity to rupture the abyssal divide
that epistemologically privileges the Eurocentric service learning discourse in an effort to place
bicultural voices, scholarship, and communities at the forefront of this educational movement. In
seeking to move toward equality and liberatory practices, both politically and pedagogically, it is
imperative that critical consciousness be the guide to ensure that society does not stand by and
accept the displacement and dehumanization of the oppressed by culturally invasive practices of
service. (Reproduced with permission of ProQuest LLC.)
Hajibayova, L., et al. (2016). "Representation of kanaka maoli (hawaiian) culture: A case of hula dance."
Proceedings of the Association for Information Science & Technology 53(1): 1-5.
ABSTRACT This paper explores representation of Kanaka Maoli (Hawaiian) Hula Dance
representation in traditional systems of representation and organization. The paper found baises and
diasportization of representation of Hawaiian Culture. Study emphasizes the need to recognize the
'inherent beauty in how and why Indigenous people express and fulfill their desire to learn, preserve,
organize, and share knowledge' (Metoyer & Doyle, , p. 475) and advocates a decolonizing
methodology to promote alternative information structures in Indigenous communities. [ABSTRACT
FROM AUTHOR]
Copyright of Proceedings of the Association for Information Science & Technology is the property of Wiley-
Blackwell
Gutiérrez, K. D., et al. (2016). "Expanding Educational Research and Interventionist Methodologies."
Cognition & Instruction 34(3): 275-284.
This commentary focuses on the ways the set of articles in this issue, taken together, engage an
important and much needed conversation in design-based approaches to inquiry: that is, what does
it mean to do work in and with nondominant communities? Drawing on cultural historical activity
theory, decolonizing methodologies, and indigenous perspectives, these articles seek to advance
participatory design research as a means to foreground the development of socially just systems
with equitable forms of teaching and learning. Specifically, the “social change making” projects
exemplified reflect a generational and hybrid shift in design approaches, incorporating political and
innovative dimensions of other methods with shared aims. A notable focus of participatory design
research is that design and interventions are understood and addressed as part of everyday activity.
In this way, change making projects are conceptualized from within the practices and commitments,
and histories of communities. These new sensibilities about working with nondominant communities
necessarily involve rethinking and explicitly redesigning the research and participants. subject

42
positions across all aspects of the intervention. Finally, these emergent participatory design research
projects argue that issues of race, equity, and inequality are neither sufficiently theorized or
addressed by other theoretical approaches, including cultural activity theoretical approaches.
[ABSTRACT FROM PUBLISHER]
Copyright of Cognition & Instruction is the property of Taylor & Francis Ltd
Deramo, M. C. (2016). "How KANERE Free Press Resists Biopower." Refuge (0229-5113): Canada's
Journal on Refugees / Revue Canadienne sur les Réfugiés 32(1): 72-82.
How does a free press resist state biopower? This article studies the development and dissemination
of KANERE Free Press, a refugee-run news source operating in the Kakuma Refugee Camp, that
was founded to create "a more open society in refugee camps and to develop a platform for fair
public debate on refugee affairs" (KANERE Vision Statement). The analysis of KANERE and its
impact on the political subjectivity of refugees living in Kakuma is framed by Foucault's theory of
biopower, the state-sanctioned right to "make live or let die" in its management of human
populations. The author demonstrates the force relations between KANERE, its host country of
Kenya, and the UNHCR through two ongoing stories covered by KANERE: the broad rejection of the
MixMe nutritional supplement and the expressed disdain for the camp's World Refugees Day
celebration. Using ethnographic and decolonizing methodologies, the author privileges the voices
and perspectives of the KANERE editors and the Kakuma residents they interviewed in order to
provide a ground-level view of refugee's lived experiences in Kakuma. As KANERE records
refugees' experiences of life in the camp, they construct a narrative community that is
simultaneously produced by and resistant to the regulations and control of camp administration and
state sovereignty. In doing so, KANERE creates a transgressive space that reaches beyond the
confines of the camp. (English) [ABSTRACT FROM AUTHOR]
Par quels moyens peut une presse libre résister au biopouvoir de l'état ? Cet article se penche sur le
développement et la dissémination de la KANERE Free Press, une source d'actualités gérée par les
réfugiés qui opère dans le Kakuma Refugee Camp (camp des réfugiés de Kakuma) fondé dans
l'intention de créer « une société plus ouverte dans le camp des réfugiés et d'établir un cadre pour
un débat public juste et équitable sur les questions concernant les réfugiés » (extrait de l'énoncé de
vision KANERE). Cette analyse de la KANERE Free Press et de son impact sur la subjectivité
politique des réfugiés installés à Kakuma s'opère dans le contexte de la théorie de Foucault du
biopouvoir, le droit détenu par l'état de « faire vivre ou laisser mourir » dans son administration des
populations humaines. L'auteur démontre les relations de force qui existent entre KANERE et son
état hôte du Kenya, ainsi que le HCR, par l'entremise de deux instances d'actualités en cours qui ont
fait l'objet d'un reportage par KANERE : le rejet généralisé du complément alimentaire MixMe et le
mépris manifesté à l'égard des fêtes du camp pour la Journée mondiale des réfugiés. En se servant
des méthodologies ethnographiques et de décolonisation, l'auteur place au premier plan les voix et
perspectives des rédacteurs de KANERE ainsi que les résidents qui ont participé aux entrevues afin
de fournir un aperçu intime des expériences vécues des réfugiés à Kakuma. En rapportant les
expériences de la vie des réfugiés internés dans le camp, KANERE développe une communauté liée
par le récit qui est à la fois le produit des règlements et du système de contrôle de l'administration du
camp et de la souveraineté de l'état, et un élément de résistance à cellesci. KANERE crée ainsi un
espace transgressif dont la portée s'étend au-delà des limites du camp. (French) [ABSTRACT
FROM AUTHOR]
Copyright of Refuge (0229-5113): Canada's Journal on Refugees / Revue Canadienne sur les Réfugiés is
the property of York University
Burch, S. (2016). "Disorderly Pasts: Kinship, Diagnoses, and Remembering in American Indian-U.S.
Histories." Journal of Social History 50(2): 362-385.
"Disorderly Pasts" centers on life stories from South Dakota's Canton Asylum, a federal psychiatric
hospital for American Indians. Between 1902 and 1933, the Asylum detained nearly four hundred
Indigenous men, women, and children from more than fifty Native nations. Focusing especially on
the experiences of Menominee people collectively stolen from their homes in Wisconsin to Canton in
November 1917, this article exposes contested understandings of kin, diagnoses, and remembering.

43
Complex relationships between the three concepts also emerge: medical diagnoses were used to
undermine Indigenous kinship, and they complicate remembering. At the same time, remembering--
recalling and repopulating the past--offers a way to challenge pathological diagnoses and affirm
Native selfdetermination. Motivated by disorder, the desire to "disrupt the systematic functioning or
neat arrangement of" historical work, this project unsettles the projected objectivity and
commonsense logic of U.S. medical diagnoses and institutionalization. It brings to light the violent
entanglement of settler colonialism, racism, ableism, and patriarchy and their impact on Native
sovereignty, Indigenous kinship, and remembering. Collaborating with relatives of those incarcerated
at Canton, and drawing on decolonizing and disability studies methodologies, this work seeks to
generate meaningful historical knowledge and new theoretical strategies and perspectives.
Copyright of Journal of Social History is the property of Oxford University Press / USA
Redman-MacLaren, M. and J. Mills (2015). "Transformational Grounded Theory: Theory, Voice, and Action."
International Journal of Qualitative Methods 14(3): 1-12.
Grounded theory has been evolving methodologically since Barney Glaser and Anselm Strauss first
described it in the late 1960s. Initially underpinned by modernist philosophy, grounded theory has
had recent turns including the adoption of both constructivism and postmodernism. This article
explores ontological offerings of critical realism as a basis for transformational grounded theory
informed by participatory action research and decolonizing research methodologies. The potential for
both theory and action to result from this critical grounded theory methodology, which promotes
greater participation and equity of power for positive change, is the transformational in
transformational grounded theory. [ABSTRACT FROM AUTHOR]
Ping-Chun, H. (2015). "Pursuing Qualitative Research From the Global South: "Investigative Research"
During China's "Great Leap Forward" (1958-62)." Forum: Qualitative Social Research / Qualitative
Sozialforschung 16(3): 1-24.
Over the last decade, qualitative researchers have begun to challenge the domination and
universalistic claims of the Global North. Nevertheless, it is still unclear what pursuing qualitative
research (QR) from the Global South might entail. I advance this effort by situating it in the larger
context of the decentering endeavor in social science and decolonizing methodologies in aboriginal
scholarship. Informed by their locally-grounded approach in the quest for constructing alternative
social science accounts and articulating decolonized knowledge, I argue that writing locally-
grounded histories is an essential first step to explore methodologies and epistemologies of QR from
the Global South. Noting that no national history of QR has been derived from the Global South, I
present an example of writing the history of QR by examining MAO Zedong's legacy of "investigative
research" (IR). Specifically, I analyze the practices of IR during China's "Great Leap Forward" (1958-
62). In conclusion, I discuss the implications of IR to the development of social science research in
contemporary China. I lay out key issues in pursuing QR from the Global South and present how
such a pursuit is relevant to social science inquiry in the Global North. [ABSTRACT FROM
AUTHOR]
Copyright of Forum: Qualitative Social Research / Qualitative Sozialforschung is the property of Forum
Qualitative Social Research
Marsh, T. N., et al. (2015). "The Application of Two-Eyed Seeing Decolonizing Methodology in Qualitative
and Quantitative Research for the Treatment of Intergenerational Trauma and Substance Use Disorders."
International Journal of Qualitative Methods 14(5): 1-13.
In this article, the authors describe the research process undertaken to incorporate Two-Eyed
Seeing Indigenous decolonizing methodology into the treatment of intergenerational trauma and
substance use disorders in Aboriginal peoples living in Northern Ontario, Canada, using the Seeking
Safety model. Using both qualitative and quantitative methods, the authors systematically discuss
the research methodology with the hope to inspire other health researchers who are attempting to

44
incorporate diverse methodological principles pertinent to Indigenous populations. [ABSTRACT
FROM AUTHOR]
Khan, S., et al. (2015). "PAYING OUR DUES: THE IMPORTANCE OF NEWCOMER SOLIDARITY WITH
THE INDIGENOUS MOVEMENT FOR SELF-DETERMINATION IN CANADA." Canadian Journal of Native
Studies 35(1): 145-153.
During my last few weeks in medical school, I decided to take on a selective in urban Aboriginal
health. As per the selective curriculum, I attended hand-drumming ceremonies, beading workshops,
panel discussions on current Aboriginal issues, and various other socials organized by Indigenous
community agencies. I was expected to reflect upon my life experiences to deepen my
understanding of who I am, where I come from and what is my purpose. These questions were to be
answered within the context of learning about the history and current state of the Indigenous peoples
in Canada. For the first time, I had a meaningful interaction with the Aboriginal community in
Toronto. I heard about tribulations on the reserves, the challenges of adjusting to urban lifestyles,
and the deplorable consequences of the repressive colonial policies which have negated their right
to maintain a sense of collective identity. For the first time, I was expected to read literature on the
impact of racism and colonialism as the root cause of the health inequalities within Aboriginal
communities, the role of Aboriginal medicine in healing, Canadian media violence against Aboriginal
women and the importance of decolonizing research methodologies used to study Indigenous
communities. For the first time, I reflected upon my place as an immigrant in Canadian society and
its impact on Indigenous peoples. The end result of all this exploration has been the unsettling
realization that my Canadian identity has been based on a completely false understanding of
Canadian history and citizenship. Tins essay will venture upon this realization and focus on the
necessity of a dialogue between 21st century Newcomer and Indigenous communities in Canada.
(English) [ABSTRACT FROM AUTHOR]
Pendant mes dernières semaines en médecine, j'ai décidé de suivre un cours portant sur la sante des
autochtones en milieu urbain. Au cours du dernier mois, j'ai assisté a des cérémonies de tam-tam,
des ateliers de broderie, des discussions de groupe sur différentes questions autochtones, et divers
événements sociaux organisés par des agences communautaires autochtones. On s'attendait à ce
que je ràflàchisse sur ma vie afin de mieux comprendre qui je suis, quelle est mon origine et dans
quel but je suis sur terre. Il fallait ràpondre à ces questions dans le contexte d'un apprentissage de
l'histoire et de la situation actuelle des peoples autochtones du Canada. Pour la première fois, j'ai
èchange de façon rçelle avec la communautç autochtone de Toronto. J'ai entendu parler des dçfis
sur les rçserves, des obstacles afin de s'ajuster à un mode de vie urbain, et des dàplorables
consàquences des politiques coloniales de ràpression qui leur a nià le droit au maintien un sens
d'identità collective. Pour la première fois Von attendait de moi que je Use des travaux sur le
racisme et le colonialisme comme cause premiere des ine- galitès en santè au sein de
communautès autochtones, le rôle de la môdecine autochtone comme remède, sur la violence
mèdiatique canadienne envers les femmes autochtones et l'importance de dècoloniser les mèthodes
heuristiques utilisèes afin d'ètudier les communautès autochtones. Pour la première fois, je
m'interrogeai sur ma place en tant qu'immigrant dans la sociètè canadienne et son impact sur les
peuples autochtones. Toutes ces remises en question m'ont poussè à la conclusion dàconcertante
que mon identità canadienne s'appuyait sur une màscompràhension totale de l'histoire et de la
citoyennetà canadiennes. Cet essai part de cette conclusion et souligne la nàcessità en ce vingt-et-
unième siecle, d'un dialogue entre communautès allochtones et autochtones du Canada. (French)
Copyright of Canadian Journal of Native Studies is the property of Brandon University, CJNS, Faculty of
Arts
Hall, L., et al. (2015). "Research as Cultural Renewal: Applying Two-Eyed Seeing in a Research Project
about Cultural Interventions in First Nations Addictions Treatment." International Indigenous Policy Journal
6(2): 1-15.

45
This article explores the application of two-eyed seeing in the first year of a three-year study about
the effectiveness of cultural interventions in First Nations alcohol and drug treatment in Canada.
Two-eyed seeing is recognized by Canada's major health research funder as a starting point for
bringing together the strengths of Indigenous and Western ways of knowing. With the aim of
developing a culture-based measurement tool, our team carried out an Indigenous-centred research
process with our interpretation of two-eyed seeing as a guiding principle. This enabled us to engage
in a decolonizing project that prioritized Indigenous methodologies and ways of knowing and
knowledge alongside those of Western science. By concentrating on Indigenous governance in the
research process, our project supported efforts at Indigenous cultural renewal. Two illustrations are
offered, our team's reconceptualization of Western derived understandings of data collection through
Indigenous storytelling and our research grant timeframe with Indigenous knowledge gardening. This
article contributes to the Indigenous research and policy literature which is lacking documentation
about how Indigenous communities and research teams are benefitting from two-eyed seeing.
Copyright of International Indigenous Policy Journal is the property of Scholarship@Western
Duarte, M. E. and M. Belarde-Lewis (2015). "Imagining: Creating Spaces for Indigenous Ontologies."
Cataloging & Classification Quarterly 53(5/6): 677-702.
For at least half a century, catalogers have struggled with how to catalog and classify Native
American and Indigenous peoples materials in library, archive, and museum collections.
Understanding how colonialism works can help those in the field of knowledge organization
appreciate the power dynamics embedded in the marginalization of Native American and Indigenous
peoples materials through standardization, misnaming, and other practices. The decolonizing
methodology of imagining provides one way that knowledge organization practitioners and theorists
can acknowledge and discern the possibilities of Indigenous community-based approaches to the
development of alternative information structures. [ABSTRACT FROM PUBLISHER]
Copyright of Cataloging & Classification Quarterly is the property of Taylor & Francis Ltd
Cook, K. (2015). "Grappling with wicked problems: exploring photovoice as a decolonizing methodology in
science education." Cultural Studies of Science Education 10(3): 581-592.
In their work with teachers and community members in Kenya, Cassie Quigley and colleagues seek
to localize the 'wicked problems' (Churchman in Manag Sci 14(4):141-142, ) of environmental
sustainability through the use of decolonizing methods to challenge top-down approaches to
solution-generation in the bountiful yet environmentally compromised Rift Valley. By contextualizing
the study of sustainability in this way, science education research can assume the form of
community engagement that is ultimately meaningful and maximally impactful to teachers, students,
and to the local community. This type of engagement requires re-conceptualizing science
knowledge, science practitioners, and science education, as well as moving from a focus on
transmission of decontextualized knowledge toward activities embedded in particular places and in
matters of local concern. Environmental issues, which at their heart are complex, contentious wicked
problems, require a weighing in of multiple perspectives if attempts at resolution are to be sustained
by the local community. In concert with Quigley and colleagues' work with Kenyan teachers and
community members exploring notions of environmental sustainability, this article frames the
decolonizing methodology of photovoice using Jürgen Habermas' theory of communicative action to
expand on theoretical underpinnings for inclusive deliberation of wicked environmental problems.
Carlson, B. and R. Frazer (2015). ""IT'S LIKE GOING TO A CEMETERY AND LIGHTING A CANDLE"."
AlterNative: An International Journal of Indigenous Peoples 11(3): 211-224.
Death and funeral practices are a constant presence in many Aboriginal Australians' lives--research
in some communities found they are eight times more likely to have attended a funeral in the
previous 2 years than non-Aboriginal people. This can be explained by two major factors:
inordinately high rates of Aboriginal mortality and cultural practices around death (broadly referred to
as Sorry Business). Research in other contexts has found traditions once reserved solely for face-to-

46
face interactions are now also taking place online on social media. This paper draws from interviews
conducted with Aboriginal social media users from New South Wales, Queensland, South Australia
and Western Australia to explore new cultural expressions of Sorry Business. Drawing from
Indigenous standpoint theory as both an entry point for inquiry and a tool for analysis, this paper
demonstrates that Aboriginal people participate in a diverse range of online practices related to Sorry
Business, including notifications of deaths and funerals, offering condolences and extending support,
and grieving and healing. [ABSTRACT FROM AUTHOR]
Inc.
Blodgett, A. T. and R. J. Schinke (2015). "“When you're coming from the reserve you're not supposed to
make it”: Stories of Aboriginal athletes pursuing sport and academic careers in “mainstream” cultural
contexts." Psychology of Sport & Exercise 21: 115-124.
Objectives This project responds to the call for athletic career development and transitions research
that centralizes the constitutive role of culture in athletes' experiences (Stambulova & Alfermann,
2009; Stambulova & Ryba, 2014). Within, we explore the cultural transitions of Aboriginal hockey
players (14–22 years old) relocated into “mainstream” (Euro-Canadian) cultural contexts to pursue
dual careers as students and athletes. Design The research was framed as a cultural sport
psychology initiative. The project was rooted in a local Indigenous decolonizing methodology, which
was brought forward via a participatory action research approach. Methods Mandala drawings and
conversational interviews were employed as open-ended data collection processes that enabled the
participants to share their stories and meanings through their own cultural perspectives. Vignettes
were then used to present their accounts. Results The participants' careers as athletes and students
were precariously navigated within larger cultural tensions to: (a) deal with a loss of belonging in the
Aboriginal community; (b) break down negative stereotypes and attitudes that Aboriginal people are
not able to “make it”; and (c) give back to the Aboriginal communities they relocated away from.
Conclusions Through a culturally resonant mode of knowledge production, the research uncovers
contextual understandings of the cultural transitions experienced by Aboriginal athletes, revealing
how this transition intersects with and shapes their dual careers. The project offers insight into the
central role of culture in shaping athletes' dual careers, and provides impetus for more idiosyncratic
approaches to be adopted in future research. [ABSTRACT FROM AUTHOR]
Copyright of Psychology of Sport & Exercise is the property of Elsevier B.V.
Bang, M. and A. Marin (2015). "Nature-culture constructs in science learning: Human/non-human agency
and intentionality." Journal of Research in Science Teaching 52(4): 530-544.
The field of science education has struggled to create robust, meaningful forms of education that
effectively engage students from historically non-dominant communities and women. This paper
argues that a primary issue underlying this on-going struggle pivots on constructions of nature-
culture relations. We take up structuration theory (Giddens, 1984. The constitution of society: Outline
of the theory of structuration. Berkeley and Los Angeles, CA: University of California Press.) and
decolonizing methodologies (Smith, 2012. Decolonizing methodologies research and Indigenous
peoples (2nd. ed.). London: Zed Books.) to reflect on the structural principles of the settled
expectations of nature-culture relations. We suggest that taken together both Giddens' and Smith's
respective discussions of time-space relations provide a powerful framing for nature-culture
relations. Carefully examining shifts in the temporal and spatial scales during moments of talk and
action in out-of-school science activities may help to increase the field's understanding of
divergences, convergences, and productive generativity between Western science and Indigenous
ways of knowing to create transformative science learning. Drawing on our work in community-based
design research and studies of everyday parent-child interactions, we begin to describe emergent
structural principles that may desettle normative time-space and nature-culture relations. In addition,
we describe specific practices and pedagogical forms that expand views of human and non-human
agency, as well as present and possible socio-ecological futures. © 2015 Wiley Periodicals, Inc. J
Res Sci Teach 52: 530-544, 2015 [ABSTRACT FROM AUTHOR]

47
Willink, K. G., et al. (2014). "Navigating with the Stars: Critical Qualitative Methodological Constellations for
Critical Intercultural Communication Research." Journal of International & Intercultural Communication 7(4):
289-316.
This collaborative essay seeks to chart new methodological pathways for intercultural scholars with a
specific focus on Critical Race Theory and Decolonizing and Indigenous Research Methodologies;
Activist/Engaged Methodologies; and Performative Methodologies. Each section begins from our
own researcher subjectivity, then outlines the constellation within the development of Critical
Intercultural Communication (CIC); identifies the constellation's methodological commitments,
thematics, and concerns; highlights key exemplars; and raises key questions. At the end of the
essay, we explore through a dialogic performance the larger implications that these methodological
constellations hold for CIC as a field. [ABSTRACT FROM AUTHOR]
Copyright of Journal of International & Intercultural Communication is the property of Taylor & Francis Ltd
Velasquez Runk, J. (2014). "Enriching indigenous knowledge scholarship via collaborative methodologies:
beyond the high tide's few hours." Ecology & Society 19(4): 1-10.
Over the last 20 yr, anthropologists have demonstrated an increasing interest in collaborative and
decolonizing methodologies. Despite this trend, there are relatively few works that illustrate how
research collaborations have affected scholarship. In this paper, I demonstrate how the use of
collaborative methodologies has allowed me to better understand indigenous knowledge of
Wounaan in eastern Panama. In particular, I examine the use of three different aspects of
collaboration--codesigning research, coanalyzing results, and coauthorship--with local experts,
leaders, and communities over 17 yr and how they have enriched my research on ethnoecology,
political ecology, and linguistic anthropology. I also address how this solitary reflection has
underscored the importance of process and multivocality in collaboration. The results illustrate how
collaborative methodologies may engage different aspects of indigenous practice than participant
observation, and how both methods mutually reinforce enhanced understanding of indigenous
knowledge and the production of science. [ABSTRACT FROM AUTHOR]
Copyright of Ecology & Society is the property of Resilience Alliance
Tongs, J. and N. Poroch (2014). "Winnunga Nimmityjah Aboriginal Health Service 1988-2014: breaking
barriers in Aboriginal research and services." Australian Aboriginal Studies 2014(2): 94-100.
This paper describes the growth of Winnunga Nimmityjah Aboriginal Health Service (Winnunga),
located in the Australian Capital Territory, from modest beginnings at the Aboriginal Tent Embassy in
1988 to delivery of a comprehensive holistic model of health care to the Aboriginal and Torres Strait
Islander community of Canberra and the surrounding region. Winnunga's growth and service
delivery are connected to the prominence it gives to research. We argue that research
commissioned by an Aboriginal Health Service or in partnership with an Aboriginal Health Service is
unlike other research in its retention of ownership within the community. The use of Indigenous
Standpoint Theory is also possible (see Rigney 1997; Foley 2003; Nakata 2002; Bessarab and
Ng'andu 2010). In addition, the findings and recommendations of such research can emancipate
communities through enhanced service delivery resulting from evidence-based research. This paper
also describes Winnunga's focus on community research studies carried out in partnership with
universities and Aboriginal research organisations, as well as Winnunga-initiated studies. Their
findings and recommendations have been translated into Winnunga primary health care and social
and emotional wellbeing programs. The future emphasis of one such study is its potential to
contribute to a national prison health care focus on reducing recidivism. [ABSTRACT FROM
AUTHOR]
Ritenburg, H., et al. (2014). "Methodologies and indigenization." AlterNative: An International Journal of
This article explores the role of the body in decolonizing and Indigenous methodologies through the
experiences and perspectives of four researchers and research teams living and working in different
contexts in Canada and Aotearoa New Zealand. A methodological overview of these approaches is

48
provided and stories are shared of working with theatre with Indigenous youth; of a pedagogy which
affirms the centrality of the body in Indigenous teaching and learning; and an autoethnographic
reflection on decolonization in relation to Mäori birthing practice or traditions. The threads that are
common to all these narratives are the commitment to centring the body in the process of
decolonization and indigenization, and an affirmation of bodily wisdom and experience as a critical
component of Indigenous methodologies. [ABSTRACT FROM AUTHOR]
Inc.
Higgins, M. (2014). "Rebraiding Photovoice: Methodological Métissage at the Cultural Interface." Australian
Journal of Indigenous Education 43(2): 208-217.
Photovoice, the most prevalent participatory visual research methodology utilised within social
science research, has begun making its way into Indigenous contexts in light of its critical and
pedagogical potential. However, this potential is not always actualised as the assumptions that
undergird photovoice are often the same ones that (re)produce inequalities. Working from the notion
that methodologies are the space in between theory, methods, and ethics, this manuscript works
with/in the cultural interface between the Western theories that shape photovoice (i.e., standpoint
theory, praxis) and Indigenous analogues (i.e., Nakata's [2007a, 2007b] Indigenous standpoint
theory, Grande's [2004, 2008] Red pedagogy) in order to differentially (re)braid photovoice.
Following a thumbnail description of these four bodies of scholarship, a concept key to photovoice
(i.e., voice) is differentially configured with, in, and for the cultural interface to provide research
considerations for various stages of participatory visual research projects (i.e., fieldwork, analysis,
dissemination). [ABSTRACT FROM AUTHOR]
942 912 68
Espinoza-Gonzalez, D., et al. (2014). "Decolonizing the Classroom Through Critical Consciousness:
Navigating Solidarity en la Lucha for Mexican American Studies." Educational Forum 78(1): 54-67.
In this article, college students and faculty narrate their co-constructed journey across differences,
through intersecting identities and intertwining paths in an effort to stand in solidarity with students,
teachers, and community members resisting the removal of the Mexican-American Studies (MAS)
program in the Tucson Unified School District in Arizona, USA, in 2012. They used critical personal
narratives (CPNs) as a decolonizing methodology and transformed their academic spaces to create
conditions for critical consciousness cultivation through embracing the MAS's foundational elements
ofTezkatlipoka. They assert that academic spaces can and should be used as centers for self-
reflection, relationship-building, global and local change-making, and development of the critical
hope necessary to continue the efforts to engage inla lucha—the struggle—for broadened and more
diverse approaches to education everywhere. [ABSTRACT FROM PUBLISHER]
Blodgett, A. T., et al. (2014). "Navigating the insider-outsider hyphen: A qualitative exploration of the
acculturation challenges of Aboriginal athletes pursuing sport in Euro-Canadian contexts." Psychology of
Sport & Exercise 15(4): 345-355.
Abstract: Objectives: The purpose of this project was to explore the acculturation challenges of
Aboriginal athletes (14–26 years) from Canada as they moved off reserves to pursue sport within
non-Aboriginal (Euro-Canadian) communities. The project was also aimed at contributing to the
acculturation literature in sport psychology through an Indigenous decolonizing methodology.
Design: University academics partnered with Aboriginal community researchers from one reserve to
facilitate an Indigenous decolonizing methodology rooted in practices from the local culture. The
project was articulated as a form of cultural sport psychology. Methods: Mandala drawings were
used to facilitate conversational interviews with 21 Aboriginal athletes about their experiences
relocating off reserves and the acculturation challenges they faced as they attempted to pursue sport
within Euro-Canadian contexts. A local Indigenous version of an inductive thematic analysis was
then conducted. Results: The acculturation challenges of Aboriginal athletes coalesced into two
major themes: (a) culture shock (which occurred in relation to the host culture), and (b) becoming

49
disconnected from home (which occurred in relation to the home culture). These themes illustrated
how the athletes’ sense of identity and place were challenged and changed, as they (re)negotiated
meaningful positions for themselves in and between two cultural realities. Conclusion: This project
centralized a culturally resonant mode of knowledge production embracing local Aboriginal ways of
knowing. This approach facilitated deeper insights into athletes’ acculturation challenges, which
contextualized the complexity and fluidity of the acculturation process. [Copyright &y& Elsevier]
Copyright of Psychology of Sport & Exercise is the property of Elsevier B.V.
Walker, M., et al. (2013). "PERSPECTIVES ON A DECOLONIZING APPROACH TO RESEARCH ABOUT
INDIGENOUS WOMEN'S HEALTH." AlterNative: An International Journal of Indigenous Peoples 9(3): 204-
216.
This paper explores a decolonizing approach to research about Indigenous women's health in
Australia. The paper identifies the strengths of decolonizing methodologies as a way to prioritize
Indigenous values and worldviews, develop partnerships between researchers and the researched,
and contribute to positive change. The authors draw on Laenui's (2000) five-step model of
decolonization to describe their work in the Indigenous Women's Wellness Project in Brisbane,
Queensland. They argue that Laenui's model presents a valuable framework for conducting
decolonizing research projects about women's health with Australian Indigenous women. The
authors demonstrate that working within a decolonizing framework offers autonomy and
sustainability for women's wellness activities, while continuing to improve a community's health and
wellbeing outcomes. [ABSTRACT FROM AUTHOR]
Inc.
Tuck, E. (2013). "COMMENTARY." AlterNative: An International Journal of Indigenous Peoples 9(4): 365-
372.
The author comments on the remarks given by Linda Tuhiwai Smith, professor and author of the
book "Decolonizing Methodologies: Research and Indigenous Peoples," at a lecture in New York in
April 2013. According to the author, critical thinkers in her generation were influenced by Smith's
book. Topics discussed include the intentions of the book, growth of indigenous studies, and
research in indigenous communities. The book's most visionary act of generosity is also cited.
Solonec, C. (2013). "Proper mixed-up: miscegenation among Aboriginal Australians." Australian Aboriginal
Studies 2013(2): 76-85.
Early in Australia's history legislation was passed in most states to deal specifically with an
'Aboriginal problem'. The perceived 'problem' involved Aboriginals, Asians and white people
producing offspring that interfered with official aspirations for a 'pure' white British race. In Western
Australia from 1915 to 1940 the Chief Protector of Aborigines was AO Neville, who had become
fixated with the idea of eugenics. Neville played a significant role by endorsing the misguided belief
that Australia should be made up of 'white' citizens, by deciding who Aboriginal people under his
control could marry. His folly eventually dissipated and following the Second World War authorities
moved away from the notion of 'biological' assimilation to one of 'cultural assimilation'. Mixed-
descent families became the bane of such ambitious ideologies and Aboriginal Australians and
migrants evolved as a significant part of Australian society. This paper is written from an Aboriginal
perspective and snippets from the author's Rodriguez and Fraser families' lives in the Derby region
place the times in context. To explain the local history, this paper draws on Indigenous standpoint
theory, which can be described as a paradigm in which commonalities of the underprivileged are
analysed. It provides a viewing platform from which this story exposes everyday life of marginalised
people by investigating the reality of the Fraser clan and its mixed marriages in Western Australia.
The paper considers assimilationism, miscegenation and developmentalism that were played out
during the middle of the past century. [ABSTRACT FROM AUTHOR]

50
Shea, J. M., et al. (2013). "Reflections from a Creative Community-Based Participatory Research Project
Exploring Health and Body Image with First Nations Girls." International Journal of Qualitative Methods
12(1): 272-293.
In Canada, Aboriginal peoples often experience a multitude of inequalities when compared with the
general population, particularly in relation to health (e.g., increased incidence of diabetes). These
inequalities are rooted in a negative history of colonization. Decolonizing methodologies recognize
these realities and aim to shift the focus from communities being researched to being collaborative
partners in the research process. This article describes a qualitative community-based participatory
research project focused on health and body image with First Nations girls in a Tribal Council region
in Western Canada. We discuss our project design and the incorporation of creative methods (e.g.,
photovoice) to foster integration and collaboration as related to decolonizing methodology principles.
This article is both descriptive and reflective as it summarizes our project and discusses lessons
learned from the process, integrating evaluations from the participating girls as well as our reflections
as researchers. [ABSTRACT FROM AUTHOR]
Samaroo, J., et al. (2013). "Exploring the Challenges of Conducting Respectful Research: Seen and
Unforeseen Factors Within Urban School Research." Canadian Journal of Education / Revue Canadienne
de l'Éducation 36(3): 438-457.
This paper discusses the significance of conducting respectful research within urban schools, using
the example of one large-scale university-school board partnership in northwestern Toronto. The
authors, three research assistants on the project, use their experiences within three of the
participating schools to interrogate the research approach and methods involved and highlight the
challenges of conducting respectful research. The paper outlines how aspects of respectful research
were both included and overlooked within the research project. The authors' critical reflection builds
on the existing conception of respectful research with the added inclusion of accountability as a
primary focus, derived from existing work in decolonizing research methodologies. (English)
À l'aide de l'exemple d'un partenariat entre une université de grande envergure et un conseil scolaire du
nord-ouest de Toronto, le présent document traite de l'importance de mener des recherches
respectueuses dans les écoles urbaines. Les auteurs, trois assistants de recherche travaillant sur le
projet, font appel à leurs expériences vécues dans trois des écoles participant au projet pour vérifier
la démarche et les méthodes de la recherche et souligner les défis liés à la gestion d'une recherche
respectueuse. La réflexion critique dans laquelle les auteurs s'engagent se construit sur la
conception actuelle de la recherche respectueuse en ajoutant, de surcroît, la « responsabilisation »
comme priorité dérivée du travail existant de la décolonisation des méthodologies de recherche. Le
document décrit comment certains aspects de la recherche respectueuse sont à la fois inclus et
négligés au sein de ce projet de recherche. (French) [ABSTRACT FROM AUTHOR]
Roberts, R. A. (2013). "How Do We Quote Black and Brown Bodies? Critical Reflections on Theorizing and
Analyzing Embodiments." Qualitative Inquiry 19(4): 280-287.
This article is a reflection on the development of an embodied data analysis framework, leading to
critical interrogations of the micro level black and brown physical performances of culture and what
they reveal about macro level social inequality. Working at the intersections of social science, dance,
performance, and qualitative research as well as commitments to a social science that enacts a
decolonizing methodology/pedagogy, an analytic framework is choreographed toward imagining
possibilities that can be created in qualitative social science research when black and brown bodies
and their performances are acknowledged as sites of knowledge production. [ABSTRACT FROM
PUBLISHER]
McLaughlin, J. (2013). "'Crack in the pavement': Pedagogy as political and moral practice for educating
culturally competent professionals." International Education Journal: Comparative Perspectives 12(1): 249-
265.

51
This paper explores the reception of Indigenous perspectives and knowledges in university curricula
and educators' social responsibility to demonstrate cultural competency through their teaching and
learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical
pedagogies, this paper argues that the existence of Indigenous knowledges in Australian university
curricula and pedagogy demands personal and political activism (Dei, 2008) as it requires educators
to critique both personal and discipline-based knowledge systems. The paper interrogates the
experiences of non- Indigenous educators involved in this contested epistemological space (Nakata,
2002), and concludes by arguing for a political and ethical commitment by educators towards
embedding Indigenous knowledges towards educating culturally competent professionals.
Kuppers, P. (2013). "Decolonizing Disability, Indigeneity, and Poetic Methods." Journal of Literary & Cultural
Disability Studies 7(2): 175-193.
The article witnesses encounters in Australia, many centered in Aboriginal Australian contexts, and
asks what arts-based research methods can offer to intercultural contact. It offers a meditation on
decolonizing methodologies and the use of literary forms by a white Western subject in disability
culture. The argument focuses on productive unknowability, on finding machines that respectfully
align research methods and cultural production at the site of encounter. [ABSTRACT FROM
AUTHOR]
Copyright of Journal of Literary & Cultural Disability Studies is the property of Liverpool University Press /
Journals
Kaomea, J. (2013). "Lab Coats or Trench Coats? Detective Sleuthing as an Alternative to Scientifically
Based Research in Indigenous Educational Communities." Qualitative Inquiry 19(8): 613-620.
Amidst late 19th-century efforts to emphasize modern medicine’s transition to a more scientific
approach, physicians seeking to represent themselves as scientists began wearing white laboratory
coats. Today educational researchers are likewise urged to don metaphorical white coats as
scientifically based research is held up as the cure-all for our “failing” schools. However, given
science’s vital role in justifying and extending Western imperialism, for members of many indigenous
communities, brown bodies and white coats are an uneasy fit. In answer to Linda Smith’s call for
decolonizing research methodologies to remedy the distrust between indigenous peoples and
scientific research, this article considers how educational research in indigenous and historically
oppressed communities could be transformed by replacing the metaphor of the lab-coat-wearing
scientific researcher with the trench-coat-clad detective or private eye. [ABSTRACT FROM
PUBLISHER]
Gilroy, J., et al. (2013). "Conceptual framework for policy and research development with Indigenous people
with disabilities." Australian Aboriginal Studies 2013(2): 42-58.
No explicitly Indigenous conceptual framework to advance research and policy development to
assist Indigenous people with disabilities exists. This paper proposes a conceptual framework that
brings together the strengths of both the International Classification of Functioning, Disability and
Health and Indigenous Standpoint Theory for research and policy development regarding Indigenous
people with disabilities. This framework provides six criteria that bridge the cultural interface between
Indigenous and non-Indigenous communities, while emancipating Indigenous people with disabilities
in the research and policy development process in Australian disability and Indigenous affairs.
Aveling, N. (2013). "‘Don't talk about what you don't know’: on (not) conducting research with/in Indigenous
contexts." Critical Studies in Education 54(2): 203-214.
This article raises the recurrent question whether non-indigenous researchers should attempt to
research with/in Indigenous communities. If research is indeed a metaphor of colonization, then we
have two choices: we have to learn to conduct research in ways that meet the needs of Indigenous

52
communities and are non-exploitative, culturally appropriate and inclusive, or we need to relinquish
our roles as researchers within Indigenous contexts and make way for Indigenous researchers. Both
of these alternatives are complex. Hence in this article I trace my learning journey; a journey that has
culminated in the realization that it is not my place to conduct research within Indigenous contexts,
but that I can use ‘what I know’ – rather than imagining that I know about Indigenous epistemologies
or Indigenous experiences under colonialism – to work as an ally with Indigenous researchers.
Coming as I do, from a position of relative power, I can also contribute in some small way to the
project of decolonizing methodologies by speaking ‘to my own mob’. [ABSTRACT FROM AUTHOR]
Ardill, A. (2013). "AUSTRALIAN SOVEREIGNTY, INDIGENOUS STANDPOINT THEORY AND FEMINIST
STANDPOINT THEORY First Peoples' Sovereignties Matter." Griffith Law Review 22(2): 315-343.
Much has been written by non-Indigenous Australians in the wake of the 1992 Mabo case following
its rejection of terra nullius in Australia. What is surprising about this literature is the lack of
discussion about sovereignty, which is a logical consequence of the Mabo decision's conclusion that
the basis for Crown sovereignty was incorrect. What little has been said about sovereignty since
Mabo can be placed into two broad groups. The first calls for various forms of First Peoples'
sovereignties, and is made up almost exclusively of First Peoples scholars. The other group is
dominated by non- Indigenous people who speak instead of citizenship, shared responsibility, native
title, reconciliation, rights, selfmanagement, multiculturalism, colonisation and postcolonial theory.
This article is directed to non-Indigenous scholars who write on these topics. It is a critique of their
scholarship, notwithstanding its merit to the extent that literature questions injustice, dispossession,
genocide, discrimination and colonial policy. The basis for this critique is that this scholarship fails to
bring First Peoples' sovereignties to the fore, and for this reason persists as colonial knowledge. To
make this argument, the article identifies with feminist standpoint theory and Indigenous standpoint
theory to contend that First Peoples' sovereignties must be embraced by non-Indigenous scholars.
Copyright of Griffith Law Review is the property of Taylor & Francis Ltd
Redman-MacLaren, M., et al. (2012). "Mutual research capacity strengthening: a qualitative study of two-
way partnerships in public health research." International Journal for Equity in Health 11(1): 79-90.
Introduction: Capacity building has been employed in international health and development sectors
to describe the process of 'experts' from more resourced countries training people in less resourced
countries. Hence the concept has an implicit power imbalance based on 'expert' knowledge. In 2011,
a health research strengthening workshop was undertaken at Atoifi Adventist Hospital, Solomon
Islands to further strengthen research skills of the Hospital and College of Nursing staff and East
Kwaio community leaders through partnering in practical research projects. The workshop was
based on participatory research frameworks underpinned by decolonizing methodologies, which
sought to challenge historical power imbalances and inequities. Our research question was, "Is
research capacity strengthening a two-way process?" Methods: In this qualitative study, five
Solomon Islanders and five Australians each responded to four open-ended questions about their
experience of the research capacity strengthening workshop and activities: five chose face to face
interview, five chose to provide written responses. Written responses and interview transcripts were
inductively analysed in NVivo 9. Results: Six major themes emerged. These were: Respectful
relationships; Increased knowledge and experience with research process; Participation at all stages
in the research process; Contribution to public health action; Support and sustain research
opportunities; and Managing challenges of capacity strengthening. All researchers identified benefits
for themselves, their institution and/or community, regardless of their role or country of origin,
indicating that the capacity strengthening had been a two-way process. Conclusions: The flexible
and responsive process we used to strengthen research capacity was identified as mutually
beneficial. Using community-based participatory frameworks underpinned by decolonising
methodologies is assisting to redress historical power imbalances and inequities and is helping to
sustain the initial steps taken to establish a local research agenda at Atoifi Hospital. It is our
experience that embedding mutuality throughout the research capacity strengthening process has
had great benefit and may also benefit researchers from more resourced and less resourced

53
countries wanting to partner in research capacity strengthening activities. [ABSTRACT FROM
AUTHOR]
Copyright of International Journal for Equity in Health is the property of BioMed Central
Ndimande, B. S. (2012). "Decolonizing Research in Postapartheid South Africa: The Politics of
Methodology." Qualitative Inquiry 18(3): 215-226.
This article emanates from an in-depth qualitative study that examined ideological beliefs among
Indigenous parents regarding school desegregation and school “choice” policies in South Africa. The
author discusses the politics of qualitative research design and methodology along two primary
dimensions: decolonizing research and the importance of Indigenous languages in research. First,
the author argues that the language used in qualitative interviews should be situated within the larger
sociocultural context of the inquiry in order to affirm and reinforce cultural identities of research
participants, not just of the researcher. Second, the author contends that decolonizing approaches in
research interrupt and interrogate colonial tendencies at multiple levels, thereby challenging
traditional ways of conducting qualitative research. Following on Smith, and Mutua and Swadener,
and Denzin, Lincoln, and Smith, and others, the author argues that decolonizing approaches and
culturally affirming linguistic choices in research have the potential to return marginalized
epistemologies to the center. [ABSTRACT FROM PUBLISHER]
Morgensen, S. L. (2012). "Destabilizing the Settler Academy: The Decolonial Effects of Indigenous
Methodologies." American Quarterly 64(4): 805-808.
The article discusses the use of Indigenous methodologies in academic research. Particular focus is
given to what the author calls the decolonizing effects of such methodologies. According to the
author, the use of Indigenous methodologies critically engages and confronts the imperialism
inherent in common academic procedures. It is suggested, however, that the incorporation of
Indigenous methodologies into settler academies also has the potential to reinforce colonial rule.
Other topics include authority, ethics, and activism.
Doxtater, T.-M. (2012). "INDIGENOGRAPHY FOR CULTURAL EDUCATORS: THE CASE OF THE
IROQUOIANIST SCHOOL AND THE FOUR INDIAN KINGS." Canadian Journal of Native Studies 32(2):
171-189.
Using an indigenographic methodology to decode the signs and symbols in Jan Verelst's paintings of
the Four Indian Kings (1710) this paper describes a decolonizing methodology for Iroquois
Indigenous knowledge. The intellectual tradition that began in the 1800s called the Iroquoianist
School, interprets Iroquois culture using a distinct diction and imagery that influences the view of
Indigenous culture. The Iroquoianist School interprets Iroquoian culture through Western cultural
presuppositions that influences them to depict Iroquois culture within the framework of the Western
master narrative of evolution. Believing the ancien regime of Iroquois culture to be a theocracy of
ceremonial ritualists, Iroquoianists focus on necromancy and death rituals. In contrast to the sacral
view, an examination of the Four Indian Kings demonstrates a broader secular governance model
that depicts a conception of justice and social order. [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of Native Studies is the property of Brandon University, CJNS, Faculty of
Arts
Tempier, A., et al. (2011). "Awakening: 'Spontaneous recovery' from substance abuse among Aboriginal
peoples in Canada." International Indigenous Policy Journal 1(2): 1-18.
There is a paucity of research on spontaneous recovery (SR) from substance abuse in general, and
specific to Aboriginal peoples. There is also limited understanding of the healing process associated
with SR. In this study, SR was examined among a group of Aboriginal peoples in Canada.
Employing a decolonizing methodology, thematic analysis of traditional talking circle narratives
identified an association between a traumatic life event and an 'awakening.' This 'awakening' was
embedded in primary (i.e., consider impact on personal well-being) and secondary (i.e., implement
alternative coping mechanism) cognitive appraisal processes and intrinsic and extrinsic motivation

54
rooted in increased traditional Aboriginal cultural awareness and understanding. This contributed to
both abstinence (i.e., recovery) and sustained well-being (i.e., continued abstinence). Three key
interrelated 'themes' specific to the role of culture in SR and recovery maintenance were identified:
Aboriginal identity, cultural practices, and traditional values. These findings, combined with the
limited literature, were developed into a prospective model of SR from substance abuse in Aboriginal
peoples. This model highlights the potential need for substance abuse treatment and intervention
policy to consider culture as a determinant of health and well-being. [ABSTRACT FROM AUTHOR]
Copyright of International Indigenous Policy Journal is the property of Scholarship@Western
Blodgett, A. T., et al. (2011). "May the Circle Be Unbroken: The Research Recommendations of Aboriginal
Community Members Engaged in Participatory Action Research With University Academics." Journal of
Sport & Social Issues 35(3): 264-283.
This study was conducted by university and Aboriginal coresearchers in Canada, utilizing a
participatory action research (PAR) approach akin to a decolonizing methodology. The purpose was
to empower nine Aboriginal coresearchers to share their recommendations for meaningful research
practice, grounded in their cultural perspectives and lived experiences. Data were collected through
conversational interviews. The overarching intent was to (a) challenge the Eurocentric research
paradigms that are prevalent within the sport sciences by bringing forward Indigenous voices; and
(b) delineate applied strategies for research aimed at social transformation within other marginalized
communities. The project provides one example of how participatory action research can be put into
action so that positive relations may be restored between academics and marginalized community
members and social justice may be achieved. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Sport & Social Issues is the property of Sage Publications Inc.
Loertscher, D. V. and E. B. Marcoux (2010). "Professional Books for Your Summer Reading." Teacher
Librarian 37(5): 64-67.
The article explores several books of professional interest to teacher-librarians. Topics explored
include the development of a learning commons, books concerning educational practices and
philosophies, and information technology. Titles focusing on educational methods including
intervention and individualized education and work with teenagers and young adults are also
discussed. The article presents a bibliography which includes the books "Decolonizing
Methodologies," by Linda Tuhiwai Smith, "Disabilities and Disorder in Literature for Youth," by Alice
Crosetto, Rajnder Garcia, and Mark Horan, and "Linchpin: Are You Indispensible?" by Seth Godin.
Johnson, J. (2010). "Cross-Cultural Professional Development for Teachers within Global Imbalances of
Power." Journal of International & Global Studies 2(1): 118-133.
Many of the international, supranational, national, and grassroots development organizations
working in the field of education channel their efforts into professional development for teachers.
This type of cross-cultural educational development occurs on a massive scale, but the amount of
scholarly critique and engagement are disproportionately small. As part of a larger study, this
chapter on transnational teacher education draws upon development studies and critical and
Indigenous decolonizing methodologies for its theoretical frame. This praxis-oriented framework is
used to conduct a comparative case study analysis of two distinct models of cross-cultural
professional development for teachers: a small locally based non-profit development organization in
Guatemala which has worked with one school for several years, and a US government-funded
program whose participants returned from a year-long program in the US to their home communities
throughout Mexico and Guatemala. These case studies researched both foreign and Indigenous
views of professional development for teachers and the ways in which participants in transnational
collaborations negotiated these distinct visions. [ABSTRACT FROM AUTHOR]
Copyright of Journal of International & Global Studies is the property of Lindenwood University Press
Ballengee-Morris, C., et al. (2010). "Decolonizing Development Through Indigenous Artist-Led Inquiry."
Journal of Social Theory in Art Education(30): 60-81.

55
In this article four university art educators explore theories of self-determination and describe
decolonizing, approaches to research that are built on mutual trust. As researchers we recognize
that (re)presenting the stories of others—especially across international and transcultural
boundaries—is both problematic and an ethical challenge. We acknowledge the risks that
participants assume when sharing their stories, and follow the culturally sensitive strategy of having
collaborating indigenous artists lead the research. In Decolonizing Methodologies (1999), Linda
Tuhiwai-Smith, advocates specific approaches for ethnographic research that can be ethically
employed by non-indigenous researchers. The mentoring model (tiaki) is one in which the
authoritative indigenous person guides the research. The adoption model (whangai) posits that
researchers are incorporated into the daily life of the indigenous people, which eventually enables
them to "sustain a life-long relationship which extends far beyond the realms of research (p. 177).
Iwasaki, Y., et al. (2009). "Leisure-Like Pursuits as an Expression of Aboriginal Cultural Strengths and
Living Actions." Leisure Sciences 31(2): 158-173.
An Aboriginal-guided decolonizing methodology is employed in this study to examine the leisure-like
lived experiences of urban-dwelling Metis and First Nations women and men living with diabetes (N
= 42) in Winnipeg, Canada. Directed by the Aboriginal knowledge and world views to ensure cultural
sensitivity and relevance, this methodology served as foreground for the voices of the Aboriginal
study participants into three key themes of leisure-like pursuits. The first two themes, (1) family,
friends, and relationship-oriented pursuits and (2) helping people in community, are closely related
within the nature of Aboriginal relationships. The third theme is spiritual and cultural activities. An
overarching quality of these leisure-like pursuits is engagement in enjoyable activities that are a
meaningful expression of lived culture. [ABSTRACT FROM AUTHOR]
Copyright of Leisure Sciences is the property of Routledge
Genat, B. (2009). "Building emergent situated knowledges in participatory action research." Action Research
7(1): 101-115.
Participatory action research (PAR) draws theoretically on the concepts of symbolic interactionism,
particularly with regard to the collaborative construction and production of meanings. This article
describes how action research builds meaningful theory at the local level thereby enabling
researchers, researcherparticipants and their local partners to foreground shared local
understandings to critique more dominant discourses and policy positions regarding their
circumstances. In so doing, this approach to PAR also draws on feminist understandings of
standpoint epistemologies and situated knowledges and aligns itself with the politics of post-colonial
theory and decolonizing methodologies. [ABSTRACT FROM AUTHOR]
Copyright of Action Research is the property of Sage Publications Inc.
Reinsborough, L. (2008). "This Revolution Can Dance: Environmental Education through Community Arts."
Canadian Journal of Environmental Education 13(1): 42-56.
For a worm catapulting towards the many environmental catastrophes that we each recognize and
grasp at our own pace, every educational opportunity must transform us in deep, rich, and
meaningful ways. The field of community arts has much to offer environmental education, including
sets of questions to interrogate our practices regarding issues such as accountability and ownership.
Borrowing from frameworks of decolonizing methodologies, I consider what the emerging field of
community arts can offer to environmental education. To illustrate, I interrogate my own practice
through one project in particular, the Black Creek Storytelling Parade. (English) [ABSTRACT FROM
AUTHOR]
De ce monde catapulté vers les nombreuses catastrophes naturelles que nous percevons et comprenons
selon notre propre rythme, chaque possibilité d'instruction doit nous transformer de façon profonde,
riche et pleine de sens. Le domaine de l'art communautaire a beaucoup à offrir à l'éducation
écologique, y compris des séries de questions afin d'interroger, nos pratiques sur des enjeux telles
l'obligation de rendre des compt, es et l'appropriation. En empruntant la méthodologie du processus
de décolonisation, j'examine ce que le domaine émergent de l'art communautaire peut offrir à

56
l'éducation écologique. A titre d'exemple, je m'interroge sur ma propre pratique à travers un projet en
particuliere, le » Black Creek Storytelling Parade. « (French) [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of Environmental Education is the property of Canadian Journal of
Environmental Education
Staikidis, K. (2007). "Maya Paintings as Teachers of Justice: Art Making the Impossible Possible." Journal of
Social Theory in Art Education(27): 119-147.
This article examines Maya paintings as historical documents, political platforms and conduits for
cultural transmission in two local Maya communities. Particular attention is paid to the recent history
of genocide of Maya peoples in Guatemala and the production of paintings as visual reminders of
cultural loss and regeneration, as well as visual means to protect Maya future generations.
Collaborative ethnography and decolonizing methodologies (Lassiter, 1998; Tuhiwai-Smith, 1999)
are used in this study; thus, Maya artists speak through written dialogues and interviews in first voice
regarding massacres that were kept clandestine for three decades. This paper addresses the
potential and capacity, for paintings to relay concepts of social justice. In two Maya contexts,
paintings are seen by artists as didactic works that express outrage and concurrent hope. Art is used
to transform that which feels impossible into possibility(ies). [ABSTRACT FROM AUTHOR]
Choy, S. and J. Woodlock (2007). "Implementing Indigenous Standpoint Theory: Challenges For A Tafe
Trainer." International Journal of Training Research 5(1): 39-54.
Vocational education and training outcomes for Indigenous Australians have remained below
expectations for some time. Implementation of Indigenous Standpoint Theory (IST) presents the
opportunity to further enhance Vocational Education and Training for Indigenous people in Australia.
This paper briefly discusses this theory, the concept of Indigenous knowledge and its integration to
enhance Vocational Education and Training for Indigenous learners. It presents a case study on the
experiences and challenges of a non-Indigenous Technical and Further Education (TAFE) teacher
who has been working with Indigenous learners and communities in regional Queensland for over
eight years. The paper highlights issues and challenges and identifies three binaries in integrating
this theory to improve outcomes for Indigenous learners and their communities. [ABSTRACT FROM
AUTHOR]
Chinn, P. W. U. (2007). "Decolonizing Methodologies and Indigenous Knowledge: The Role of Culture,
Place and Personal Experience in Professional Development." Journal of Research in Science Teaching
44(9): 1247-1268.
This study reports findings from a 10-day professional development institute on curricular trends
involving 19 secondary mathematics and science teachers and administrators from Japan, Malaysia,
Indonesia, Thailand, Korea, Philippines, the United States, and People's Republic of China.
Participants explored the roles of culture, place, and personal experience in science education
through writings and group discussions. Initially, Asian participants tended to view indigenous
knowledge and practices more negatively than U.S. peers. After a presentation on indigenous
Hawaiian practices related to place and sustainability, they evaluated indigenous practices more
positively and critiqued the absence of locally relevant science and indigenous knowledge in their
national curricula. They identified local issues of traffic, air, and water quality they would like to
address, and developed lessons addressing prior knowledge, place, and to a lesser extent, culture.
These findings suggested critical professional development employing decolonizing methodologies
articulated by indigenous researchers Abbott and Smith has the potential to raise teachers'
awareness of the connections among personal and place-based experiences, cultural practices and
values, and teaching and learning. An implication was the development of a framework for
professional development able to shift science instruction toward meaningful, culture, place, and
problem-based learning relevant to environmental literacy and sustainability. Reprinted by
permission of the publisher.
Bowechop, J. and P. P. Erikson (2005). Forging Indigenous Methodologies on Cape Flattery: The Makah
Museum as a Center of Collaborative Research, University of Nebraska Press. 29: 263-273.

57
This essay discusses the book "Decolonizing Methodologies: Research and Indigenous Peoples," by
Linda Tuhiwai Smith. Smith describes how the study of indigenous people is part of an ongoing
legacy of imperialism. She describes how colonized peoples have recognized imperialism as a
"discursive field of knowledge," a field that describes and defines indigenous identities.
Chan-Tiberghien, J. (2004). "Towards a 'global educational justice' research paradigm: cognitive justice,
decolonizing methodologies and critical pedagogy." Globalisation, Societies & Education 2(2): 191-213.
This article challenges three predominant narratives on educational globalization--'educational
restructuring,' 'educational institutionalism,' and 'educational multilateralism'--and shows how they
have largely failed to propose alternatives to the neoliberal order. I connect two disparate literatures-
-on educational globalization and anti-globalization social movements--to argue that the alternative
globalization movement performs global citizenship education through critical pedagogy, cognitive
justice, and decolonizing methodologies. To arrive at a multi-layered model of citizenship, what is
needed is not only critical pedagogy, but a fundamental critique of the cognitive injustice inherent
within the hegemonic neoliberal ideology by re-asserting the diversity of value systems and restoring
subjugated knowledges through alternative methodologies. Drawing upon my participant observation
at the 2003 anti-G8 Summit in France and anti-World Trade Organization meeting in Mexico, as well
as the fourth World Social Forum in India, I propose a new research program on global educational
justice. [ABSTRACT FROM AUTHOR]
Copyright of Globalisation, Societies & Education is the property of Routledge
Bull, C. C. (2004). "DECOLONIZING RESEARCH." Tribal College Journal 16(2): 14-15.
The article discusses efforts made by native scholars across the U.S. to decolonizing research
methodologies. It states that for many years, educators and students at tribal colleges and
universities (TCL's) have recognized contributions of community-based scholars and their efforts to
preserve and revitalize their cultural traditions and ways of living. Indigenous scholars have learned
that such research is sacred work and is essential to their survival. Research also serves the
sovereignty and sustainability goals of tribal nations. Author Linda Tuhiwai Smith, a Maori scholar,
has published a book "Decolonizing Methodologies: Research and Indigenous People" that validates
the significance of community-based research and discusses problems that indigenous researchers
experienced with Western research.
Narayanan, V. (2003). "Embodied Cosmologies: Sights of Piety, Sites of Power." Journal of the American
Academy of Religion 71(3): 495-520.
Epistemic pluralism is not only limited to gender, class, and race but also to different ways of
apprehension, different ways of knowing. Dances, temples, cities, medical therapies, and so on are
embodied ways in which knowledge was transmitted in precolonial cultures and still continues to be
transmitted in many diasporic realms. The privileging of the written text and beliefs by dominant,
hegemonic cultures has led to the marginalization of other ways of knowing, other sources of
knowledge. By decolonizing methodologies, by dismantling the authority paradigms based on texts
alone, and by understanding indigenous knowledge systems that may overlap like the fields of a
Venn diagram in some cultures, we begin to explore the intersection of "globalization past" with
"globalization present." The lived experience, the experiences of space and time through performing
arts, art and architecture, and food are all significant and not just in the department of anthropology
or in the school of fine arts. These are all very important and underutilized resources in our
academy. I argue for valorizing what we call interdisciplinary and multidisciplinary methods and for
looking beyond traditional Eurocentric constructions of fields and disciplines. [ABSTRACT FROM
AUTHOR]
Copyright of Journal of the American Academy of Religion is the property of Oxford University Press / USA

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