Doing research into Indigenous issues being non-Indigenous

Skille, Eivind Å.

doi:10.1177/14687941211005947

Cited by 17 publications

(13 citation statements)

References 28 publications

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“…In addition, it is important to reiterate that decolonizing Indigenous methodologies should be developed in an inclusive manner between Indigenous and non-Indigenous researchers and potentially also activists (Brannelly & Boulton, 2017). On one hand, non-Indigenous scholars and students should decenter, and consciously place themselves outside the privileged position (Olsen, 2017b, p. 212), so that the research can be done in different and various ways that would benefit Indigenous peoples, who are ultimately heterogeneous (Skille, 2021). On the other hand, Indigenous scholars need to cultivate skills to identify whether settler researchers honor the vision of Indigenous peoples and ground themselves in the principles outlined by Indigenous peoples (Hart et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Pinhkngyan: paths taken to recognizing, doing and developing Indigenous methodologies

Silan

Munkejord

2023

AlterNative: An International Journal of Indigenous Peoples

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It is agreed that Indigenous scholars should be central in researching Indigenous issues. However, the literature on Indigenous research methodologies remains vague on who should be involved. This study aims to lower the entry barrier to Indigenous methodologies for anyone wholeheartedly committed to contribute to the decolonizing processes of Indigenous communities and beyond. We do so by exploring the main challenges experienced by the first author during her doctoral journey and highlighting how these challenges were dealt with. Four themes identified were as follows: (1) the colonial gaze, (2) battling with the concept of authenticity, (3) recognizing Indigeneity in the ordinary, and (4) reconciliation with the past to pave the way toward a better future. Three lessons learned are discussed. A vision for a more inclusive Indigenous inquiry is offered, suggesting that reconnection, reclaiming and sovereignty are key to establishing an ethical space between Indigenous ways of knowing and the existing dominant knowledge systems.

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Section: Discussionmentioning

confidence: 99%

Pinhkngyan: paths taken to recognizing, doing and developing Indigenous methodologies

Silan

Munkejord

2023

AlterNative: An International Journal of Indigenous Peoples

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“…Acknowledging the potential challenges of researching an ethnic minority school as a non-minority researcher, I reflected and negotiated my researcher role to better understand participants’ indigenous meanings in the research process. As Olsen (2018) claimed, as a non-Indigenous scholar you must decenter yourself because the decentering is undoing privilege and Indigenous participants ought to remain in the center (4, 8); in recognizing my own perspective as a privileged researcher, I decentered myself (Olsen, 2018; Skille, 2021) to allow the children to speak and act for themselves instead of interpreting this from an outside point of view. Although I am not an ethnic minority, this does not render the research invalid or inappropriate; rather, admitting this fact may help me “position myself as a distinctive, researching self” (Dyson and Genishi, 2005: 57) and be more sensitive to the cultural differences and the local contexts.…”

Section: Methodsmentioning

confidence: 99%

Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China

Wang

2023

Global Studies of Childhood

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Through interpreting the status of Hoche language and cultural practices from community voices, this ethnographic case study conducted in a minority language school centers on five Han and Hoche ethnic minority children’s positions toward multi-language learning. My research explores how these children negotiate the policies and multilingual curriculum that illuminates the multilayered tensions between local issues and global transformation. Findings indicate that policies situate Hoche as a romantic representation of the past, whereas the narratives I gathered from Hoche and Han children’s attitudes and ideologies about language show that younger generations are oriented toward future opportunities and influenced by globalization. This work contributes to scholarship on the education of minority children during a period of rapid industrialization by extending our understanding of ethnicity, diversity, and inclusivity issues via children’s perspectives. Shedding light onto the lives of Hoche and other ethnic minority children’s language practices, this paper is a call to urgently address power inequities in the ideologies and pedagogies enacted in service of Indigenous reclamation.

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“…Research into the ways in which non-Indigenous researchers conduct research in Indigenous spaces, in both national and international context, notes that relationships built on mutual respect, and reciprocal exchange with Indigenous communities are foundational (e.g. Aveling, 2013;Kilian et al, 2019;Martin, 2002;Skille, 2021). The researcher was a non-Indigenous mathematics teacher who had taught at the school for several years prior to the study.…”

Section: The Role Of the Researchermentioning

confidence: 99%

Methodologies to reveal young Australian Indigenous students’ mathematical proficiency

O’Connor

2023

Math Ed Res J

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A 7-month mathematics proficiency program was conducted in a primary Australian Indigenous community school. This paper focuses on outlining the specific methodologies employed to explore how students’ mathematical proficiency changed throughout the implementation of the program in Years 2 to 4 (~ 7 to 9 years old). A mixed methods research design was utilised, and findings will be presented to evidence how the combination of standardised tests, diagnostic tests, and Newman interviews were useful in capturing and making visible young Indigenous student’s mathematical proficiency. Whilst standardised tests provided a useful and comparable measure of student achievement, diagnostic tests and Newman interviews gave space for Indigenous student voice and demonstrated their strengths and areas for improvement in relation to their conceptual understanding, procedural fluency, and strategic competence. From these findings, recommendations concerning the adjustment of data collection procedures for young students in this setting are presented. The findings question the accuracy of standardised tests in revealing young students’ proficiency, and this has implications for the extent to which standardised tests are relied upon to inform educational reform particularly for Indigenous students. Striving for equitable educational outcomes is an important endeavour in Australia, and such undertakings must be driven by meaningful and accurate evidence of students’ proficiency in mathematics.

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Doing research into Indigenous issues being non-Indigenous

Cited by 17 publications

References 28 publications

Pinhkngyan: paths taken to recognizing, doing and developing Indigenous methodologies

Pinhkngyan: paths taken to recognizing, doing and developing Indigenous methodologies

Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China

Methodologies to reveal young Australian Indigenous students’ mathematical proficiency

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