Recently, awareness within academia has grown regarding the incompatibilities of mainstream research with indigenous cultures as well as the historical injustices that have accrued through colonizing practices. Accordingly, support for alternative (non-Westernized) research approaches has been increasing. Participatory action research (PAR) and cultural praxis reflect two approaches where researchers advocate for a movement toward cultural inclusivity. Both approaches have been integrated within the current work amongst mainstream academics and Aboriginal community members in Northeastern Ontario, Canada. The purpose of the current project was to empower Aboriginal coresearchers to share their voices regarding research, grounded within their lived experiences and the surrounding cultural context. Vignettes were developed as a method for presenting each Aboriginal coresearcher’s story in their “own words.” In this article, vignettes are explored as a potential method for centralizing indigenous voices and ultimately enabling PAR and praxis.

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In recognising the limitations of verbally based research methods for understanding and capturing the multidimensionality of lived experience, arts-based methods have been gaining ground within the social sciences. These methods embrace emotional, sensory, embodied and imaginative ways of knowing that lend to richer knowledge production and communication processes. Yet, these methods are rarely used in sport research. The purpose of the current project was to explore an arts-based method as a tool to facilitate participatory action research (PAR) and generate locally resonant knowledge about the sport experiences of Aboriginal community members in north-eastern Ontario, Canada. Mandala drawings were used to embrace an Indigenous epistemology and open up a culturally affirming space for Aboriginal athletes to share their experiences of sport relocation. Conversational interviews were then used to facilitate deeper understandings of the athletes' mandalas. The images contributed towards community action on two levels: (1) they affirmed a need for athletes to feel connected to their cultural community during relocation, therein reinforcing local efforts to support relocated athletes; and (2) they served as a resource for educating and inspiring other aspiring young athletes. The strengths and challenges of arts-based methods are discussed in relation to PAR. It is concluded that artsbased methods offer potential for community-based sport research, as these methods open up a diversity of art forms which can be adopted to reflect localised PAR processes and ways of knowing.

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