Decolonizing research in high-income countries improves Indigenous peoples’ health and wellbeing

Willows, Noreen D.; Blanchet, Rosanne; Delormier, Treena

doi:10.1139/apnm-2022-0334

Cited by 2 publications

(3 citation statements)

References 24 publications

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“…For example, in the United States, Canada, Australia, researchers from Indigenous and minoritized groups such as Native American, Black, Latino and Aboriginal people have historically been marginalized or excluded from research leadership, participation and benefits (Hill and Holland, 2021;Laird et al, 2021;Roach and McMillan, 2022;Garba et al, 2023). We acknowledge existing literature on Indigenous decolonization in academia, and recognize the foundational health knowledge and shared experiences of marginalized populations in the global North (Held, 2019;Willows and Blanchet, 2022;Eisenkraft Klein and Shawanda, 2023;Garba et al, 2023;Wispelwey et al, 2023). We build on this work and propose measures for the global North to address local inequities in global health research, particularly those arising from oppression and discrimination from systems of slavery, racism, white supremacy, and settler colonialism.…”

Section: Local Global Northmentioning

confidence: 99%

A proposed guide to reducing bias and improving assessments of decolonization in global health research

Ngaruiya,

Muhammad,

Sam-Agudu

2024

Front. Educ.

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IntroductionThe movement to decolonize global health encompasses efforts to dismantle historically inequitable structures and processes in global health research, education, and practice. However, despite increasing literature on the decolonization of global health, gaps between action and knowledge exist in assessments of knowledge production. In this Perspective, we will outline potential biases in current approaches to assessing knowledge production and propose a systems-focused guide to improve the interrogation of knowledge production in this field.MethodsWe leverage the “Inner Setting” and “Outer Setting” domains of the Consolidated Framework for Implementation Research (CFIR), a well-established, commonly-used implementation science framework to critically assess the status quo of decolonization and to develop criteria to help guide decolonization efforts in academic contexts. We defined the Inner Setting as academic and research institutions leading and participating in global health research collaborations, and the Outer Setting as the funding, editorial, and peer review policies and practices that influence knowledge production in global health. Research institutions in the Inner organizational domain continually interact with the Outer policy domains. We categorize the levels at which decolonization may occur and where action should be focused as follows: (1) North–South, (2) South–South, (3) Local South, and (4) Local North. Using CFIR domains and the levels of action for decolonization, we propose a multi-level guide to improve on the standardization, granularity, and accuracy of decolonization assessments in global health research.Conclusion and expected impactThe proposed guide is informed by our global health research expertise and experiences as African scientists with extensive exposure in both global North and global South research contexts. We expect that the proposed guide will help to identify and address the biases identified and will lead to better knowledge-driven action in the process of decolonizing global health research.

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Section: Local Global Northmentioning

confidence: 99%

A proposed guide to reducing bias and improving assessments of decolonization in global health research

Ngaruiya,

Muhammad,

Sam-Agudu

2024

Front. Educ.

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“…After all, the goal is leveraging a community's historical assets to develop solutions to food-related issues. It challenges past deficit perspectives, which frame non-white cultural feeding practices as the source of illness and dietary problems (Willows et al, 2022).…”

Section: Decolonizing Research In Food and Feedingmentioning

confidence: 94%

“…While most decolonizing food research has been done in indigenous communities in Australia, Canada, and the United States, it may also be relevant to Singapore, which has a history of British colonialization. Decolonizing research in food and feeding is necessarily strengthbased research (Willows et al, 2022). After all, the goal is leveraging a community's historical assets to develop solutions to food-related issues.…”

Section: Decolonizing Research In Food and Feedingmentioning

confidence: 99%

Sifting through preschool teachers' funds of knowledge to reveal culturally sustaining child-feeding professional learning opportunities at one university in Singapore

Chin

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Preschool teachers use their ideals as a sifter to comb through their most pertinent funds of knowledge related to mealtimes with young children. The purpose of this two-cycle action research study was to investigate and enhance child-feeding professional learning opportunities-targeted at early childhood educators working with young children (aged 1 to 6 years)-at a university in Singapore. Cycle 1 participants consisted of Singapore-based preschool teachers. Analysis of data from 12 semi-structured interviews, five mealtime observations and five menu documents led to six themes responding to the research question. Together with the literature, these themes informed the Cycle 2 action step, which was designed, executed, and evaluated in Cycle 2. The participants in Cycle 2 completed a teacher reflection tool and participated in a WhatsApp chat group. Semi-structured interviews conducted at two points, review of participant-generated mind maps, personal reflection documents and WhatsApp chat logs, coupled with field notes and analytic memos enabled evaluation of the project's effectiveness in raising participants' subjective knowledge and confidence around mealtime decisions. In response to the research question, findings suggest that (a) preschool teachers use their values, attitudes and beliefs as a "sifter" (enabling them to sift through their funds of knowledge to reveal child-feeding growth opportunities); (b) bridging dissonance between extant research and local child-feeding experiences enables learning; (c) building safety and trust can make child-feeding learning feel less risky; and (d) combining both introspection and community support helps to achieve change in mealtime practices.Implications included the need to develop relationships between scholar-practitioners and preschool teachers, expand child-feeding learning opportunities both within and beyond universities, and signal approval for child-feeding change from preschool and government leadership.

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Decolonizing research in high-income countries improves Indigenous peoples’ health and wellbeing

Abstract: This paper is a part of a Collection entitled "Strength-based health promotion activities improve Indigenous health and well-being".

Cited by 2 publications

References 24 publications

A proposed guide to reducing bias and improving assessments of decolonization in global health research

A proposed guide to reducing bias and improving assessments of decolonization in global health research

Sifting through preschool teachers' funds of knowledge to reveal culturally sustaining child-feeding professional learning opportunities at one university in Singapore

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