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Decolonizing Methodologies: Research and Indigenous Peoples
01 Jan 1999-
TL;DR: The role of research in Indigenous struggles for social justice is discussed in this paper, where the authors present a personal journey of a Maori Maori researcher to understand the Imperative of an Indigenous Agenda.
Abstract: Foreword Introduction 1. Imperialism, History, Writing and Theory 2. Research through Imperial Eyes 3. Colonizing Knowledges 4. Research Adventures on Indigenous Land 5. Notes from Down Under 6. The Indigenous People's Project: Setting a New Agenda 7. Articulating an Indigenous Research Agenda 8. Twenty-Five Indigenous Projects 9. Responding to the Imperatives of an Indigenous Agenda: A Case Study of Maori 10. Towards Developing Indigenous Methodologies: Kaupapa Maori Research 11. Choosing the Margins: The Role of Research in Indigenous Struggles for Social Justice 12. Getting the Story Right, Telling the Story Well: Indigenous Activism, Indigenous Research Conclusion: A Personal Journey Index
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01 Jan 2005
TL;DR: The history of qualitative research in the human disciplines can be traced back to the 1970s and 1980s, when the very existence of qualitative work was at issue as mentioned in this paper, when the evidence-based research movement, with its fixed standards and guidelines for conducting and evaluating qualitative inquiry, sought total domination.
Abstract: The global community of qualitative researchers is midway between two extremes, searching for a new middle, moving in several different directions at the same time. Mixed methodologies and calls for scientifically based research, on the one side, renewed calls for social justice inquiry from the critical social science tradition on the other. In the methodological struggles of the 1970s and 1980s, the very existence of qualitative research was at issue. In the new paradigm war, “every overtly social justice-oriented approach to research . . . is threatened with de-legitimization by the government-sanctioned, exclusivist assertion of positivism . . . as the ‘gold standard’ of educational research” (Wright, 2006, pp. 799–800). The evidence-based research movement, with its fixed standards and guidelines for conducting and evaluating qualitative inquiry, sought total domination: one shoe fits all (Cannella & Lincoln, Chapter 5, this volume; Lincoln, 2010). The heart of the matter turns on issues surrounding the politics and ethics of evidence and the value of qualitative work in addressing matters of equity and social justice (Torrance, Chapter 34, this volume). In this introductory chapter, we define the field of qualitative research, then navigate, chart, and review the history of qualitative research in the human disciplines. This will allow us to locate this handbook and its contents within their historical moments. (These historical moments are somewhat artificial; they are socially constructed, quasi-historical, and overlapping conventions. Nevertheless, they permit a “performance” of developing ideas. They also facilitate an increasing sensitivity to and sophistication about the pitfalls and promises of ethnography and qualitative research.) A conceptual framework for reading the qualitative research act as a multicultural, gendered process is presented. We then provide a brief introduction to the chapters, concluding with a brief discussion of qualitative research. We will also discuss the threats to qualitative human-subject research from the methodological conservatism movement, which was noted in our Preface. As indicated there, we use the metaphor of the bridge to structure what follows. This volume provides a bridge between historical moments, politics, the decolonization project, research methods, paradigms, and communities of interpretive scholars.
3,131 citations
TL;DR: In this article, a 14 site mixed methods study of over 1500 youth globally support four propositions that underlie a more culturally and contextually embedded understanding of resilience: 1) there are global and context specific aspects to young people's lives that contribute to their resilience; 2) aspects of resilience exert differing amounts of influence on a child's life depending on the specific culture and context in which resilience is realized.
Abstract: Summary Findings from a 14 site mixed methods study of over 1500 youth globally support four propositions that underlie a more culturally and contextually embedded understanding of resilience: 1) there are global, as well as culturally and contextually specific aspects to young people’s lives that contribute to their resilience; 2) aspects of resilience exert differing amounts of influence on a child’s life depending on the specific culture and context in which resilience is realized; 3) aspects of children’s lives that contribute to resilience are related to one another in patterns that reflect a child’s culture and context; 4) tensions between individuals and their cultures and contexts are resolved in ways that reflect highly specific relationships between aspects of resilience. The implications of this cultural and contextual understanding of resilience to interventions with at-risk populations are discussed.
1,481 citations
TL;DR: In this paper, Tuck calls on communities, researchers, and educators to reconsider the long-term impact of "damage-centered" research, which intends to document peoples' pain and brokenness to hold those in power accountable for their oppression.
Abstract: In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of "damage-centered" research—research that intends to document peoples' pain and brokenness to hold those in power accountable for their oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted, ruined, and hopeless. Tuck urges communities to institute a moratorium on damage-centered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.
1,345 citations
TL;DR: In this article, the authors assumed that the knowing subject in the disciplines is transparent, disincorporated from the known and untouched by the geo-political configuration of the world in which it lives.
Abstract: Once upon a time scholars assumed that the knowing subject in the disciplines is transparent, disincorporated from the known and untouched by the geo-political configuration of the world in which p...
1,102 citations