From Indigenous Methodologies to Funds of Knowledge, there are many ways of knowing that are often unrecognized in research, in academic institutions, and in classrooms. Traditional knowledge that originates within Indigenous, Latinx, and other traditionally marginalized communities often remains hidden due to pervasive white-centric perspectives and practices. This devaluation of other ways of knowing is a direct effect of colonization and imperialism, originating in theories from the Age of Enlightenment that legitimized the oppression of "the other."
This article investigates the relationship between "orality" and "literacy." I take as my starting point the discussion by Walter Ong (1982) of the shift in "consciousness" that resulted from the movement from an "oral culture" to a "literate culture." I discuss a number of specific examples of the relationship between orality and literacy. My purpose in these examples is to suggest that literacy and orality are kinds of specific linguistic ideologies (see Silverstein 1979) and that we need a much more complex understanding of literacy as an ideological position than Ong has offered. In this article, I wish to explore orality and literacy as complex and interacting notions. My purpose is not so much as to critique Ong (though there will be some of that), but rather to elaborate what we might mean by "orality" and "literacy" as on the ground, linguacultural phenomena (see Friedrich 1989). (From Introduction)
Scholars and practitioners have exposed the limitations of traditional Euro-American approaches to knowledge organization (KO) when it comes to Indigenous topics. To develop more effective KO practices, there is a need for KO practitioners to understand Indigenous perspectives at an epistemological level. A theoretically-informed model of Indigenous systems of knowledge serves as a pedagogical tool to support the labor of boundary-spanning and code-switching between Euro-American KO practices and Indigenous KO practices.
Decolonizing Methodologies by Linda Tuhiwai SmithTo the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited third edition, this bestselling book includes a co-written introduction features contributions from indigenous scholars on the book's continued relevance to current research. It also features a chapter with twenty-five indigenous projects and a collection of poetry.
Publication Date: 2021-06-03
Handbook of Critical and Indigenous Methodologies by Norman K. Denzin (Editor); Yvonna S. Lincoln (Editor); Linda Tuhiwai Smith (Editor)The Handbook of Critical and Indigenous Methodologies is the only handbook to make connections regarding many of the perspectives of the "new" critical theorists and emerging indigenous methodologies.Built on the foundation of the landmark SAGE Handbook of Qualitative Research, the Handbook of Critical and Indigenous Methodologies extends beyond the investigation of qualitative inquiry itself to explore the indigenous and nonindigenous voices that inform research, policy, politics, and social justice. Editors Norman K. Denzin, Yvonna S. Lincoln, and Linda Tuhiwai Smith explore in depth some of the newer formulations of critical theories and many indigenous perspectives, and seek to make transparent the linkages between the two. Key Features- Contains global examples including South African, Hawaiian, Maori, Central African and Islamic ones.. Includes a "Who's Who" of educators and researchers in critical methodologies. . Provides a comprehensive body of work that represents the state of the art for critical methodologies and indigenous discourses . Covers the history of critical and indigenous theory and how it came to inform and impact qualitative research . Offers an historical representation of critical theory, critical pedagogy, and indigenous discourse. . Explores critical theory and action theory, and their hybrid discourses: PAR, feminism, action research, social constructivism, ethnodrama, community action research, poetics.. Presents a candid conversation between indigenous and nonindigenous discourses. This Handbook serves as a guide to help Western researchers understand the new and reconfigured territories they might wish to explore.
Publication Date: 2008-05-07
Spirit and Reason by Vine Deloria; Barbara Deloria (Editor); Kristen Foehner (Editor); Samuel Scinta (Editor)Spirit & Reason is a collection of the works of one of the most important thinkers of the twentieth century--Vine Deloria, Jr. Author of such classics as Red Earth, White Lies, and God is Red, Deloria takes readers on a momentous journey through Indian country and beyond by exploring some of the most important issues of the past three decades. The essays gathered here are wide-ranging and essential and include representative pieces from some of Deloria's most influential books, some of his lesser-known articles, and ten new pieces written especially for Spirit & Reason. Tellingly, in the course of reviewing his body of work, Deloria found much that he had written in the past remained current and compelling because "people have not made much progress in resolving issues." Whether disputing theories of religion and science, examining the problems of modern education, or expounding on our understanding of the world, Deloria consistently urges readers toward an intimate connection with the world in which we live. For those familiar with Deloria's works as well as those discovering him for the first time, this essential anthology will teach, provoke, and enlighten in equal measure.
Publication Date: 1999-08-01
Stop Talking: Indigenous Ways of Thinking and Learning and Difficult Dialogues in Higher Education by Ilarion (Larry) Merculieff (Text by); Libby Roderick (Text by)(PDF) Over 10,000 years, Alaska's Native peoples perfected teaching and learning practices that ensured the survival of their communities. These ancient approaches offer strategies to make education more engaging to a wider range of students and more relevant to the challenge of teaching for global survival. Stop Talking includes reflections on education from Alaska Native Elders, strategies for applying indigenous pedagogies in western learning environments, and reports from non-indigenous faculty who have tried these approaches in their classrooms. It brings fresh insights and new voices to the conversation about best practices and transformative experiences in higher education.
Publication Date: 2013-07-15
Indigenous Environmental Justice by Karen Jarratt-Snider (Editor); Marianne O. Nielsen (Editor)This volume clearly distinguishes Indigenous environmental justice (IEJ) from the broader idea of environmental justice (EJ) while offering detailed examples from recent history of environmental injustices that have occurred in Indian Country. With connections to traditional homelands being at the heart of Native identity, environmental justice is of heightened importance to Indigenous communities. Not only do irresponsible and exploitative environmental policies harm the physical and financial health of Indigenous communities, they also cause spiritual harm by destroying land held in a place of exceptional reverence for Indigenous peoples. With focused essays on important topics such as the uranium mining on Navajo and Hopi lands, the Dakota Access Pipeline dispute on the Standing Rock Indian Reservation, environmental cleanup efforts in Alaska, and many other pertinent examples, this volume offers a timely view of the environmental devastation that occurs in Indian Country. It also serves to emphasize the importance of self-determination and sovereignty in victories of Indigenous environmental justice. The book explores the ongoing effects of colonization and emphasizes Native American tribes as governments rather than ethnic minorities. Combining elements of legal issues, human rights issues, and sovereignty issues, Indigenous Environmental Justice creates a clear example of community resilience in the face of corporate greed and state indifference.
Provides resources and exemplars of Indigenous research methodologies, research ethics, Indigenous cultural and intellectual property, proper citation practices. Research guides featuring Indigenous topics and material written from Indigenous perspectives included.
Mukurtu (MOOK-oo-too) is a grassroots project aiming to empower communities to manage, share, narrate, and exchange their digital heritage in culturally relevant and ethically-minded ways. We are committed to maintaining an open, community-driven approach to Mukurtu’s continued development. Our first priority is to help build a platform that fosters relationships of respect and trust. (from website)
"Information, data, and research about our peoples - collected with us, about us, or by us - belong to us and must be cared by for us." - Liz La quen náay Kat Saas, Medicine Crow (from website)
“Decolonization, which sets out to change the order of the world, is, obviously, a program of complete disorder. But it cannot come as a result of magical practices, nor of a natural shock, nor of a friendly understanding. Decolonization, as we know, is a historical process: that is to say it cannot be understood, it cannot become intelligible nor clear to itself except in the exact measure that we can discern the movements which give it historical form and content.”
Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, non-white, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward “an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space-place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.
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.
From the website author, Chanda Prescod-Weinstein: "In April, 2015, one of the most visible topics of discussion in the Astronomy community was the planned Thirty Meter Telescope and protests against it from Native Hawaiians who didn’t want it built on Mauna Kea. I wrote a lot about this on social media, spending some significant time trying to contextualize the debate. This reading list was originally created in response to requests for where I was getting some of the information from. A lot of people asked me about what I’d been reading as reference points for my commentary on the relationship between colonialism and what we usually call 'modern science'" (2016)
The Wretched of the Earth by Frantz Fanon
Publication Date: 2019-12-23
Language & Culture
"If you know all the languages of the world but not your mother tongue, that is enslavement. Knowing your mother tongue and all other languages too is empowerment."